Los Angeles Southwest College
Non-Instruction Program Review
2011-2012
Department/Unit: Puente Program
Initiator:
Darren Cifarelli; Daniel Ortega
Reviewer 1:
Patrick Jefferson, Dean of Student Services
Reviewer 2:
Robert Klier, Administrative Intern – Student Services
Date Program Review was completed:
Instructions:
Please answer all relevant areas as thoroughly as possible.
IF A PARTICULAR MODULE OR QUESTION DOES NOT APPLY PLEASE
INDICATE BY WRITING IN LARGE CAPITAL LETTERS: “NA”
The initiator should collaborate with as many department/unit members as possible
while completing the review.
Reviewers should give as much feedback as necessary.
NOTE:
A minimum of three (3) objectives should be developed.
Timelines for completion should be strictly followed.
WE THE UNDERSIGNED CERTIFY WE HAVE READ THIS PROGRAM REVIEW
AND ACCEPT IT AS ADEQUATE AND COMPLETE.
Program Department/Unit Manager/Supervisor
Date
Vice-President or Designee
Date
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
TABLE OF CONTENTS
Module One: Response to Demand ................................................................................................ 3
Students Served (Past 3 yrs.) ...................................................................................................... 3
Student Feedback (Past 3 yrs.) .................................................................................................... 4
Significant Relationships with other Departments/Units ............................................................ 5
Module Two: Demographics .......................................................................................................... 8
2.1 Ethnicity ................................................................................................................................ 8
2.2 Age ........................................................................................................................................ 8
Module Three: Program Resources .............................................................................................. 10
3.1 Physical Facilities ............................................................................................................... 10
3.2 Full-time and Part-time Equivalent Personnel (FTEP) ....................................................... 10
3.3 Professional and Staff Development Activities & Achievements ...................................... 11
Module Four: Student Learning Outcomes (SLOs) ..................................................................... 13
4.1 Student Learning Outcomes (SLOs) ................................................................................... 13
Module Five: SWOC ................................................................................................................... 16
Module Six: Previous Year’s Objectives (Most Recent) ............................................................. 18
Module Seven: 2012-2013 Objectives ......................................................................................... 20
Module Eight: Resource Priority Request for 2012-2013 ........................................................... 22
Program Summary ........................................................................................................................ 24
2
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
Module One: Response to Demand
Name of Department/Unit LASC Puente Program
Dept./Unit Chair/Head
Daniel Ortega / Darren Cifarelli
Puente is a federally recognized statewide program, subject to the visions
of the University of California's Chancellor's Office and the Puente
statewide office. The Puente Program is a joint venture between the
English and Counseling departments at LASC, and incorporates goals and
plans from each department. The goal of the program is to help
underrepresented students at two-year institutions successfully transfer to
four-year colleges by providing them with a counselor and English
instructor who work in tandem to tailor educational plans and writing skills
in preparation for baccalaureate programs.
Dept./Program function &
purpose as it relates to the
Phase 1 and Phase 2 of Puente take place in the fall and spring semesters of
mission of the college
each academic year. Phase 1 students participate in English 28 (one course
below university transfer-level) and Personal Development 17. Phase 2
students enroll in English 101 and Personal Development 20. Both English
courses follow the English Department course outlines and incorporate
readings that reflect the Black and Latino/a experience. Phase 3 students
continue to meet with their counselor as they complete their transfer
requirements and apply to four-year universities. The English instructors
and counselors also oversee community involvement and social justicethemed activities that students participate in within the community.
Client(s) served
Weekday
Weekend
Any observed changes
and/or trends
Students Served (Past 3 yrs.)
2008-2009
2009-2010
2010-2011
FA’08 (23) SP’09 (34) FA’09 (22) SP’10 (27) FA’10 (32) SP’ 11 (36)
NA
NA
NA
Recruiting was difficult in the first year of the program (08-09), and while
the class size was initially low (23 students served in Fall 2008), it then
increased to 34 students in Spring 2009 (an increase of 11 students or
48%). 2009-10 saw a dip in overall enrollment compared to 2008-09
(from 57 to 49 students, a decrease of 8 students or 19%). But demand for
the Puente Program has increased overall from 49 students in 2009-2010 to
68 students in 2010-2011, an increase of 19 students or 39%. This is the
highest enrollment to date in the Puente Program. In the Spring of 2011,
we had to turn away qualified students due to having impacted enrollment.
Funding for the program has been provided for the past three years by the
Puente statewide office and the UC Office of the President; beginning in
Fall of 2011, the external funding will end but the program has been
institutionalized.
3
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
Student Feedback (Past 3 yrs.)
2008-2009*
2009-2010*
2010-2011
Number of Point-of-Service
NA
Surveys returned from
NA
NA
students
Number of students who
36
NA
NA
participated in focus groups
Number of students who
NA
NA
NA
participated in interviews
Number of students who
participated in other activities
NA
in which students provided
NA
NA
feedback to your
department/unit
Feedback from campus-wide
surveys pertaining or
NA
overlapping with your
department/unit (provided by
Institutional Research)
Describe the results of the
Focus group results for 2010-2011 indicated that students who
data accumulated in the above participated in the program increased their desire to attend a university,
methods.
and were significantly more knowledgeable about the transfer process,
financial planning, and university-level academic preparation than they
were before beginning the program.
Note: If a particular method
was not used or data is
unavailable for a particular
academic year indicate by
marking the box (NA)
* The Puente Program was only recently initiated (Fall 2008) at LASC.
Focus group surveys and protocol were developed for the Fall 2010Spring 2011 cohort.
Table of Results from 2010-11 Cohort Focus Groups (see
appendix at end of report, p. 27)
4
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
Significant Relationships with other Departments/Units
Department/Unit
Description of Relationship
English and Foreign
Language Department
Puente students have been at the forefront of the increased number and quality
of the English Department’s events, including Say The Word, as well as
actively participating in the Poetry Collective and various essay and poetry
contests.
Counseling
Puente and Counseling-sponsored events have received increased participation
from Puente students. The Cesar Chavez Week of events involves heavy
Puente student involvement.
EOPS
Puente-sponsored events have been an opportunity for many EOPS students to
fulfill their workshop requirements to satisfy their contract with EOPS. The
feedback from the EOPS personnel has been positive.
Financial Aid
The Financial Aid office has been involved in hosting workshops on financial
aid information for the Puente Cohorts.
Career Center
The Career Center has been involved in hosting workshops on career center
opportunities, etc. for the Puente Cohorts.
Student Services Office The Student Services Office assisted with handling budget requests
during 2010-11.
5
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
Describe the trend in the number of students served, student feedback, and changes in relationship to
other departments. Given the data, what are the implications for your program?
In order to adequately provide the intrusive counseling necessary to reach our demographic, we should
create a new 3-unit PD course to use in lieu of PD 17 so that students in the Spring can have a full
semester of Counseling. We should also make PD 17 and PD 20 repeatable (or develop new PD course
outlines to serve as Puente courses) so that students who have previously taken the courses to fulfill
EOPS or other programs’ requirements are not ineligible to participate in Puente. Both programs serve
the same population, yet participation in one often creates ineligibility for the other. When taught as part
of the Puente Program, the PD courses are unique from the PD 17 and 20 versions taught outside the
program and specific to Puente.
Also, at current levels of program funding and support, as well as our anticipated transfer rate, we should
consider extending the program. In addition to the modifications to the PD classes noted above, the
program could be extended to include Phase III students in a learning community composed of English
103 and a third PD class (currently non-existent) to lengthen the amount of time students are actively
involved in the program and ensure that their commitment to transferring to a four-year university
doesn’t falter in their last semester(s). While we considered also expanding the program to include a
second cohort of students, the cost of this “double-tracking” was prohibitive.
Furthermore, the new adoption of the Passage Program provides an additional opportunity for
collaboration, possibly with interaction between Puente and Passage cohorts in selected activities or
collaboration on events, guest speakers, or field trips, or even with a planned learning community-style
week or assignment.
Objective for Module One
Write an objective, if applicable, to address the identified trends.
Objective
Planned Activities
Individual Responsible
Start Date
Method of Evaluation
Create new 3-unit course outline for a Phase 1 Puente PD class and modify
PD 20 course outline so the course is repeatable (or substitute a new course).
Create 3rd 3-unit PD class to correspond to Puente English 103 course.
• Revise existing course outlines.
• Develop new course outline if needed.
• Discuss necessity of removing this barrier from future Puente
students with Counseling chair and Curriculum chair.
• Obtain permission from Counseling to make these changes and
modifications.
Daniel Ortega
Spring 2011
Check to see if new course outlines or revisions have been done and
approved.
6
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
Objective
Planned Activities
Individual Responsible
Start Date
Method of Evaluation
Expand program to serve at least 100 students (a 50% increase) by creating a
second cohort beginning in the Spring 2012 and finishing in the Fall 2012;
Extend program by developing a designated Puente English 103 section.
•
•
Schedule second Puente cohort beginning Spring 2012.
Schedule Puente English 103 by Fall 2012.
Darren Cifarelli
Spring 2012
• Status of second Puente cohort and designated Puente 103 section.
• Report meeting outcomes, discussions, and decisions to Puente
counselor.
Objective
Develop 2 collaborative activities with Passage Program.
Planned Activities
In collaboration with English Department Chair, Counseling Department
Chair, and Passage Program English Instructor, develop two collaborative
activities.
Individual Responsible
Method of Evaluation
Darren Cifarelli
Spring 2012
Completion of collaborative activities.
Report meeting outcomes, discussions, and decisions to Puente
counselor.
Objective
Develop a service/satisfaction survey
Planned Activities
Meet with La Vonne Hamilton of Institutional Research to create a survey
and confirm protocol, compile survey results and to generate a feedback
report.
Individual Responsible
Daniel Ortega; La Vonne Hamilton
Spring 2012
2011-2012 NIPR to include service/satisfaction survey results
Start Date
Start Date
Method of Evaluation
7
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
Module Two: Demographics
2.1 Ethnicity
Ethnicity
Asian
Black/African American
Hispanic
Native American
Pacific Islander
Caucasian/White
Other/Unknown
2008-2009
2009-2010
0
37 (or 65%)
20 (or 35%)
0
0
0
0
0
27 (or 55%)
22 (or 45%)
0
0
0
0
2010-2011
0
26 (or 57%)
23 (or 43%)
0
0
0
0
2.2 Age
Age Group
19 and under
20-29
30-39
40-49
50+
Unknown
2008-2009
2009-2010
29 (or 51%)
25 (or 44%)
1 (or 2%)
2 (or 3%)
0
0
20 (or 41%)
25 (or 51%)
2 (or 4%)
2 (or 4%)
0
0
2010-2011
17 (or 35%)
24 (or 49%)
6 (or 12%)
2 (or 4%)
0
0
2.3 Gender
Gender
Female
Male
Unknown
2008-2009
2009-2010
33 (or 58%)
24 (or 42%)
0
28 (or 57%)
21 (or 43%)
0
2010-2011
31 (or 63%)
18 (or 37%)
0
8
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
Describe the trends ethnicity, age, and gender. Given the data, what are the implications for your
program?
The Puente Program at LASC has one of the state’s highest percentages of African-American
students participating in it, so curricular adjustments should address the mixed demographic of
students in the program without sacrificing the Latino literature components. This particular mixture
provides a unique opportunity to create a focus group for the changing demographic on the LASC
campus, and with course topics specifically addressing issues in black/brown relations, class
oppression, and alternative and/or local history, a melding of these two demographic groups can take
place, modeling the unregulated intermixture of increasing numbers of Latino students into a
historically and predominantly African-American campus.
The Puente Program age and gender percentages approximate those of overall LASC demographics.
Objective for Module Two
Write an objective, if applicable, to address the identified trends.
Objective
None
Planned Activities
Individual Responsible
Start Date
Method of Evaluation
9
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
Module Three: Program Resources
3.1 Physical Facilities
Discuss any needs in facilities, equipment, and/or supplies to support program goals. If
requesting additional support, develop an objective.
Puente is typified by innovative teaching strategies in a student-centered, technology-rich, collaborative
learning environment. As such, our Puente Program would benefit greatly from the forthcoming move
into the TEC building’s top floor into one of the large “warehouse”-size classrooms which should be
arranged to facilitate all of the above teaching strategies. This will require traditional student seating and
instructor’s desk at one end of the room, but within that space, the following: 10 large bulletin boards; 2
lockable display cases; rugs, carpeting, couches, and tables to create several small lounge-style casual
discussion areas; 5-6 computer stations for in-class group work on computers; podium computer and
projectors--all the existing smart classroom technology with the addition of a camera in order to involve
the class in an online discussion via podcast with other Puente classes throughout the state; 5-6 large
round tables for formal group discussions; a large monitor mounted on the walls of the classroom
connected to the podium computer to display feeds of electronically-stored student work or
announcements; a similar monitor system outside the classroom in the display cases built into the
hallway but accessible and programmable by the computers in the classroom; a student worker computer
station near the adjoining Puente Office; a fully furnished Puente Office with desk, chairs, computer,
filing cabinet, and phone.
Additionally, the Puente Program is heavily involved in planning events and participating in English
Department publications, and has plans to develop its own publications integrated with course curricula;
therefore, as requested in the English Department’s 2010 Program Review Module Three, Puente could
also make use of the multimedia lab equipment, such as: “computers with adequate space to store
multiple website data, website graphics, film editing, photo editing, publication software, cameras and
other portable audio/video recording equipment adequate to support a podcast, storage devices, photo
quality printers, scanners, photo quality paper, binding supplies, a book binding machine, a booklet
making machine, a cart for transportation, bookcases, and shelf storage space. Also, one full-time
Journalism faculty member and support staff are needed for the Journalism program. Three l0x10
canopies...for...outdoor events.”
3.2 Full-time and Part-time Equivalent Personnel (FTEP)
2008-2009
2009-2010
2010-2011
Full-time FTEP
2
2
2
Part-time FTEP
0
0
0
FTEP - Combined
2
2
2
10
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
3.3 Professional and Staff Development Activities & Achievements
List the name and position of each staff member in the department/unit. Mark all professional
development activities engaged in by each staff member in your program this past year.
Name and Position Activities (Mark all that apply)
Daniel Ortega, Counselor  Conferences
 Off-Campus Presentations
 Publications  Grants
 On-Campus Presentations
 Other
Darren Cifarelli, English  Conferences
Instructor
 Off-Campus Presentations
 Publications  Grants
 On-Campus Presentations
 Other
Comments (Optional)
11
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
Discuss how the staffing trends impact the program. Include any need for increasing or reducing program
personnel.
While there is no immediate need to increase program personnel, if the program were to be expanded to
include multiple cohorts--or if it were to be extended to include Phase 3 students in a specificallydesignated Puente English 103 class (with associated PD class)--then assigning one adjunct English
Instructor to the program would be beneficial. Also, ensuring that the assignment of a student worker to
the program would be useful as well.
There is also the potential to collaborate or interact with the Passage Program, so those are opportunities
that should be explored. Although different programs, both use interactive curricula, field trips, events, and
guest speakers--so some cost savings and efficiencies could arise from collaborative planning.
Objective for Module Three
Write an objective, if applicable, to address the identified trends.
Objective
Provide students with a learning environment that supports innovation by
participating in the TEC Building remodel process to ensure a specialized,
technology-infused classroom is included.
•
•
Planned Activities
Continue to participate in the TEC building remodel process
Ensure that the space allocated to the Puente Program is designed in
accordance with our objectives to create a technology-infused space with
areas conducive to our student demographic’s learning styles, such as:
o group work in casual and professional settings
o collaboration at computer stations
o open spaces to perform simulations and other activities
o storage and display facilities.
Individual Responsible
Darren Cifarelli
Ongoing with TEC remodel
Check whether assigned classroom meets with specifications described
above.
Start Date
Method of Evaluation
12
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
Module Four: Student Learning Outcomes (SLOs)
4.1 Student Learning Outcomes (SLOs)
“Student learning outcomes are properly defined in terms of the knowledge, skills, and abilities that a student has
attained at the end (or as a result) of his or her engagement in a particular set of higher education experiences.”
(From the Council for Higher Education Accreditation (CHEA) September 2003). The 2002 Accreditation Standards
were revised to focus on what students have learned as a result of attending college. These are referred to as
Student Learning Outcomes or SLOs. The LASC Academic Senate has initiated a process to address this new focus
on our campus. Please answer the following questions:
1. List the training for developing SLOs in which personnel in your area have participated, including
names of those who attended.
Darren Cifarelli, PLO Workshop Fall 2010 at LASC
List Any SLOs That Have Been Developed For Your Program
Date Implemented
Spring 2011
SLOs
As a result of
classroom
instruction,
students will be
able to make
counseling
appointments
(walk-in, phone,
online).
What is the
Measurement
Used?
The number of
appointments
made by
Puente students
enrolled in the
Puente
Learning
community
during the Fall
and Spring
semesters.
Outcome
Use of Outcome for
Program
Improvement
Date Completed
Completed
We will revise this Ongoing
successfully.
SLO to assess
100% of Puente effectiveness of
students were able counseling
to make
appointments.
counseling
appointments
13
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
Spring 2011
Fall 2011
Students will work Matriculation
Completed
Since 2008, 9
Ongoing
with Puente
data; IEP records successfully for all students have
counselor to
Puente students transferred to a
develop an IEP for
University, 12 have
earned an AA, and
an AA degree
and/or transfer
2 have earned
plan (to 4 year
certificates. 64 are
university).
still enrolled at
LASC. To maintain
a connection to
Phase III students,
we will invite them
to participate in
events and
activities with
current cohort.
As a result of their Attendance
Unable to assess. More effort will be Will initiate this
participation in the Sheets; university Due to financial taken to ensure
SLO in Fall 2012
annual Puente Fall application and reasons, students attendance at the
Transfer
matriculation data in cohort were
Motivational
unable to attend Conference.
Motivational
the Motivational
Conference,
students will target
Conference.
UC campuses for
transfer.
14
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
Objective for Module Four
Write an objective, if applicable, to address future plans to develop, to assess, and/or to improve Student
Learning Outcomes.
Objective
Planned Activities
Individual Responsible
Start Date
Method of Evaluation
Implement 2 Program Learning Objectives (PLOs) by Spring 2012
Write SLOs for program (PLOs)
Implement and begin assessment cycle.
Darren Cifarelli; Daniel Ortega
Fall 2011
Check course syllabi and/or other program-related documents for updated
PLOs beginning in Fall 2011.
15
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
Module Five: SWOC
1. Based on your program review, summarize:

1. Program Strengths:
The following are among our strengths:
· Initiated outreach for community- and campus-wide Mentors.
· Developed sense of community within Puente network.
· Held ongoing Career Panel sessions in Personal Development class for students.
· Students attended annual Puente Fall Transfer Motivational Conference (except Fall 2010).
· Students participated in Puente Spring Phase 2 Celebration.
· Students participated in volunteer/outreach activities to help community.
· Students participated in career activities such as Career Fair and College/University Day.
· Students participated in annual Spring Northern California University Tour.
· Organized and promoted numerous campus events, including Cesar Chavez Week (guest
speakers, day of service, film screening, and fundraisers), Say The Word, etc.
· Students created Puente Club.
· Students participated heavily in student life activities, including the Poetry Collective and
online newspaper, The Word (specifically at www.lasc.edu/theword, Puente students created
the ongoing and extensive “Watts Project” which uses poetry, documentary film, interviews,
essays, editorials, photography and research to document the gentrification of the
community of Watts.
· Sent Puente students to annual Puente Statewide Leadership Conference.
· Implemented use of paperless “green” course Facebook page to acclimate students to new
media communication technology for professional purposes, maintain ongoing contact with
students, save paper, and build an online community.

2. Program Weaknesses:
Like all other departments at LASC, the Puente Program has been trying to adjust to the massive
reduction in course offerings and class sections. The budget shortfall will continue to challenge our
Department for at least another year. Moreover, the counseling department has also experienced
many changes that impact the implementation of the Puente Program, such as the shortage of
counselors which requires the Puente counselor to take time allocated to Puente program activities
and/or students and conduct general counseling sessions. Staffing and other non-Puente related job
expectations have directly impacted the full implementation of the Puente program.
Accessing funds has been an ongoing challenge, and as we have been assigned a different
administrator every year that we have been active, communicating and developing a sustained
relationship with administration and administrative processes has proven to be impossible.
16
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.

3. Program Opportunities:
Transfer and graduation rates for students at LASC remain poor. The Puente Program can be
instrumental in boosting opportunities for college-bound students who might otherwise be derailed
in the process. One goal is to get most of our participating students to apply to a wider variety of
transfer universities. Encouraging students to investigate programs at UCs, CSUs, and private
colleges may increase their funding options as well as their career choices.
Other goals that the Puente Program will strive to achieve include the following:
Add a Puente designated section of English 103 and a corresponding Personal Development
Section; ideally, this section might intersect with the Passage Program students, creating a
meeting point for the students in these specially-funded programs to collaborate with one
another and possible team-teaching opportunities across the programs.
Obtain a designated space in the TEC building remodel.
Create a stronger online presence and social network to supplement the increases to the
Puente Club.
Develop an ongoing organizational structure for Puente Program of SLO assessment,
evaluation, planning, and budgeting.
Increase visibility of the Puente Program on campus to students, staff, faculty, and
administration.
Continue to earn full funding support from the College and District; seek increased budget
Build additional coalitions in the local community to facilitate opportunities for community
work, service learning, volunteer opportunities, and a stronger local mentoring component.

4. Program Challenges:
Maintaining the current funding from the College and District.
Beyond that, judging from the enrollment increases recently noted, the program should be
expanding, adding perhaps a Phase III component.
Progress toward institutionalizing the program.
Lastly, having a consistent and committed administrator to help streamline the logistics of funding,
trip planning, and event planning would improve the program.
17
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
Module Six: Previous Year’s Objectives (Most Recent)
List each of the previous year’s objectives with rank, its current status, and outcome.
Outcome
Status
Rank
Objective
Completed = C
In Progress = IP
Not Implemented = NI
If “C” evaluate the result
If “IP” evaluate the status and plans for
continuation of the objective
If “NI” state whether the objective will be
pushed to the next year of dropped entirely
and the rationale behind the decision
The Program Review for 2010-11 was not
approved until late Spring of 2011; therefore, little
time was available to implement prior year’s
objectives. Due to the potential expense, we are no
longer going to pursue developing a new PD class
to correspond to a Puente English 103. In 20112012, we will work on developing a Puente 103
course to stand alone. We will also pursue the
additional 3 unit PD class; however, this
suggestion has been rejected in the past.
1
Create new 3-unit course outline IP
for a Phase 1 Puente PD class
and modify PD 20 course
outline so the course is
repeatable (or substitute a new
course). Create 3rd 3-unit PD
class to correspond to Puente
English 103 course.
2
Expand program to serve 100 NI / IP
students by creating a second
cohort beginning in the Spring
and finishing in the Fall; Extend
program by developing a
designated Puente English 103
section.
The Program Review for 2010-11 was not
approved until late Spring of 2011; therefore, little
time was available to implement prior year’s
objectives. After recent discussion with Dr. Daniels
regarding funding, creating a second cohort is not
feasible at this point due to the expense. We will
pursue developing the English Puente 103 class
3
IP
Develop 2 collaborative
activities with Passage Program
The Program Review for 2010-11 was not
approved until late Spring of 2011; therefore, little
time was available to implement prior year’s
objectives. We will attempt collaboration with
Passages in 2011-12.
4
Provide students with a learning IP
environment that supports
innovation by participating in
the TEC Building remodel
process to ensure a specialized,
technology-infused classroom is
included.
Plans were submitted for the Puente classroom in
the plans to remodel the TEC building; however,
this project has stalled, and the length of the delay
is currently unknown. We will provide students
with the specified learning environment if and
when it becomes available.
18
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
5
Create curricula that reflect an C
equal selection of AfricanAmerican and Latino readings to
reflect the demographics of the
class.
In the Spring of 2011, we offered a multi-cultural
selection of reading assignments which did reflect
the demographics of the class. One text in
particular was popular and encouraged
reading and critical thinking skills, plus some
engagement in the class. In general we need to
continue to teach literature that has a high student
interest and supports critical analysis.
6
Implement 2 Program Learning IP
Objectives (PLOs) by Fall 2011
The Program Review for 2010-11 was not
approved until late Spring of 2011; therefore, little
time was available to implement prior year’s
objectives. We are currently developing our PLOs
and our new target date for implementation is
Spring 2012.
19
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
Module Seven: 2012-2013 Objectives
NOTE: These objectives are for the budgeting year 2012-2013 not 2011-2012
Rank and list all objectives which have been developed in this program review.
Rank
1
2
3
Objective
Planned Activities
Individual
Responsible
Daniel Ortega
Create new 3-unit course
Revise existing course
outline for a Phase 1 Puente outlines.
PD class and modify PD 20 Develop new course
course outline so the course is outline if needed.
repeatable (or substitute a new Discuss necessity of
course). Create 3rd 3-unit PD removing this barrier
class to correspond to Puente from future Puente
English 103 course.
students with
Counseling chair and
Curriculum chair.
Obtain permission from
Counseling to make
these changes and
modifications.
Extend program by
Schedule Puente
Darren Cifarelli
developing a designated
English 103 by Fall
Puente English 103 section. 2012.
Develop 2 collaborative
activities with Passage
Program
In collaboration with
English Department
Chair, Counseling
Department Chair, and
Passage Program
English Instructor,
develop two
collaborative activities.
Darren Cifarelli
Start
Dates
End
Dates
Spring
2011
Ongoing
Fall 2011 Ongoing
Fall 2011 Ongoing
20
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
4
Provide students with a
Continue to participate Darren Cifarelli
learning environment that
in the TEC building
supports innovation by
remodel and ensure that
participating in the TEC
the space allocated to
Building remodel process to the Puente Program is
ensure a specialized,
designed in accordance
technology-infused classroom with our objectives to
is included.
create a technologyinfused space with areas
conducive to our student
demographic’s learning
styles.
5
Implement 2 Program
Write SLOs for
Learning Objectives (PLOs) Program (PLOs).
by Fall 2011
Implement and begin
assessment cycle.
Ongoing Ongoing
with TEC
remodel
process.
Darren Cifarelli; Fall 2011
Daniel Ortega
Spring
2012
21
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
Module Eight: Resource Priority Request for 2012-2013
NOTE: These resource requests are for the budgeting year 2012-2013 not 2011-2012
Note: All resources requests must be linked to a program objective.
Rank
1
Resources
Requested
TEC classroom
remodel facilities
(see below and
Module 3.1 for
details)
Traditional student seating
and instructor’s desk at one
end of the room; 10 large
bulletin boards; 2 lockable
display cases; rugs,
carpeting, couches, and
tables to create several small
lounge-style casual
discussion areas; 5-6
computer stations for in-class
group work on computers; 15
digital camcorders; podium
computer and projectors--all
the existing smart classroom
technology with the addition
of a camera in order to
involve the class in an online
discussion via podcast with
other Puente classes
throughout the state; 5-6
large round tables for formal
group discussions; a large
monitor mounted on the
walls of the classroom
connected to the podium
computer to display feeds of
electronically-stored student
work or announcements; a
similar monitor system
outside the classroom in the
display cases built into the
hallway but accessible and
programmable by the
computers in the classroom;
a student worker computer
station near the adjoining
Puente Office; a fully
furnished Puente Office with
desk, chairs, computer, filing
cabinet, and phone.
Program
Objective
Number
Anticipated
Quantity
which
Rationale for the Request
Total Cost
Relates to
this
Request
various-see column
to left
2
As do all students at LASC, Puente
students need a non-traditional learning
environment, yet one that can function
as a traditional classroom setting.
Existing classroom learning spaces are
limited in technology and space which
limits the teaching and learning
techniques possible in the classroom.
The proposed classroom design would
enable small group work in formal and
informal spaces; open space to facilitate
performances or acting out simulation
exercises; infusing the classroom with
the latest technology would enable
webcasting, developing websites in the
classroom, producing short
documentary or other films; and the
displays (bulletin boards, large wallmounted monitors, and display cases)
would provide opportunities to bring
artifacts into the classroom and to
display student work.
$15,000 (most
of which is
already paid
for in the TEC
remodel
budget)
22
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
2
Provide
institutionalized
funding for program
components (i.e.
student travel
expenses for
motivational
conference and
Northern California
campus visits.
1
1-5
The program has received
external funding from the UCOP
until this year, our 3rd, the year
in which we are supposed to
institutionalize the program.
Therefore, we need the funds
requested to finance the
program.
$7,000
23
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
Program Summary
Module
Element
Program
Objective
(Yes or No)
Trend
Yes
1
Response to Demand
Increased demand.
Ethnicity
Consistent interest across both Black and
Latino demographics.
No
2.1
Age
Age of Puente students falls into 19 & under
and 20-29 age ranges, with a few exceptions.
No
2.2
Gender
Gender enrollments mirror campus-wide
demographics.
No
2.3
3.1
Physical Facilities
Currently inadequate, but planned move to
TEC building with planned innovative
learning environment will provide a
specialized classroom suited to Puente’s
purposes.
3.2
FTEP: Full-time to Part- expansion into multiple cohorts and/or and
time
extended Phase III program. However,
Increased
enrollment
warrants
program
Yes
No
budget is preventative.
3.3
Professional and Staff
Development Activities
and Achievements
Puente staff maintains a high level of
knowledge
regarding
program
and
educational advances; both are very current
in their professions.
4.1
SLOs
New SLOs have been adopted and need to be
put through their first cycle.
No
Yes
24
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
1. Include any special program accomplishments or achievements.
We have finally begun to see students from the program transfer, and the results are impressive.
These were documented in a separate report, the Puente Program Activity Report Fall ’08-Spring
’11. Since the program’s inception, we have had 9 students transfer to Universities, 2 earn
certificates, and 12 earn an AA degree.
2. Discuss anything else you would like to share about your program that has not
been previously addressed.
The Chicano Movement inspired a cultural renaissance that embraced the social justice issues
of its time and communicated community pride through innovative artistic expression, political
action, and experimental forms of communication and education. The Puente Program at
LASC, inspired by and descended from the Chicano Movement, continues this tradition,
remaining at the forefront of up-to-date educational theory and multicultural education. Given
that both Puente instructors have given workshops on social justice-themed education and
innovations in teaching practices, and that the counselor, Ortega, has written a book and is
writing a dissertation which applied learning theory to the successful transfer from community
colleges to four-year colleges, these and other innovations in education that the Puente Program
incubates can prove successful when absorbed into the campus culture and therefore impact a
larger number of students than the program enrolls. For example, in addition to teaching
workshops to help spread the teaching practices and theory behind Puente, the English
instructor, Cifarelli, applies that same approach to all of his classes and the student groups and
events he organizes.
Puente-sponsored events on campus also have a campus-wide impact that reaches beyond the
students enrolled in the program; therefore, while the program is in its initial stages of
development, there has been a slight trend in campus culture towards involvement in
extracurricular activities—at least some of which is attributable to the influence of Puente
students and staff.
25
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
3. List a minimum of (3) recommendations for improving the program you would like
to see implemented in 2012-2013.
1. Continue to support the program by providing an adequate budget to continue the program’s activities.
2. Add the English 103 class specially designated for Puente students.
3. Raise awareness on campus about the program and its diversity to better recruit students
4. Build additional coalitions in the local community to facilitate opportunities for community work, service
learning, volunteer opportunities, and a stronger local mentoring component.
5. Create a stronger online presence and social network to supplement the increases to the Puente Club.
26
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
Appendix:
Table of Results from Puente Cohort 2010-11 Focus Groups
27
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
Questions
Responses
Themes Identified/ Keywords
How prepared do you feel in
your ability to write at the
college level?
“I feel I am very prepared to write at a
college level. I may have to work on
grammar more, however ,I feel I can
succeed highly with college writing.”
Students are very prepared in
college writing ability; confidence
in attaining college level success.
“I feel that I have a sufficient vocabulary
to succeed at the college level. My
Professor liked the research that I
conducted on assignments but I seem to
continue to have problems with proper
writing structure.”
“I think I can also take on college writing
because I feel like I’m a good writer. As
long as it’s something interesting I can
make a good paper.”
“I feel like I have all the tools and
knowledge to write at a college level, but I
procrastinate too much. I feel like if I stop
waiting last minute to do assignments, then
I will succeed. New goal for next semester
is to tighten that up.”
“I feel more than prepared to write at
college level, I have a passion for
explaining, and expressing a subject on
paper.”
28
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
“My reading ability has increased by
Students are comfortable in
How prepared do you feel in
reading at a college level, but feel
your ability to read at the college much, but I think that it can be better,
although it is at an acceptable college level
level?
as to where I can understand much of the that they still can improve
throughout their academic career.
vocabulary.”
“Reading is rather easy to me at all levels;
it is the interpreting I may have problems
with.”
“I feel very capable to read and
comprehend at the college level.”
“My reading and comprehension level is
fine, but what I need to work at is reading
aloud. I tend to get nervous and often over
look words and try to just rush through
without comprehending. So with
understanding that’s my weakness, I read
aloud at home. “
How prepared do you feel in
your ability to succeed in
college?
“I feel extremely prepared knowing that
with the education I’m receiving at Los
Angeles Southwest College, I will reach
my full potential and get to where I want
to be in life, a place none of my family
members have been, college.”
Students feel that they are
prepared to succeed in their ability
to succeed in college.
“If I am able to apply myself better college
should be fun for me. This is my first year
in college and now that I am experiencing
it, I feel like I can conquer the college life;
as long as I remain dedicated.”
“I feel very motivated and able to succeed
in college.”
“I feel like I am all the way prepared,
because this is something I really want! I
will succeed and graduate with a BA.”
29
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
How knowledgeable are you
about transferring to the
UC/CSU system or Private
Colleges/Universities from the
California Community College?
“I am very knowledgeable about
transferring, I know which classes I need
to take and how many units are to be
completed by the time I transfer.
Students are very knowledgeable
about the transfer process.
“I am more informed than I was months
ago. I know what it takes to transfer and to
get into the college of my choice.”
“I know the proper curriculum to follow so
I can gain admission to the UC’s or
CSU’s.”
“My knowledge and understanding on
transferring to a University is very clear. I
understand the process and I am prepared
to take the proper steps to do it.”
“After taking personal Development I feel
very confident and I have gained a lot of
knowledge about the transfer process.”
30
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
Do you want to transfer? If so,
why? Where? If not, why not?
“I want to transfer because I want to
broaden my education. I also want to be
the first college-successful person in my
family to actually reach their career goal.”
Students are very motivated to
transfer to the University,
specifically to the University of
California System and some out of
“Yes I do want to transfer. I would like to state schools.
transfer to Cal Berkeley; that school has so
much history and it is looked upon as one
of the great colleges in America. The
environment in Berkeley is just what I
expect from a college campus liberal and
accepting. The only thing I may not like is
the big class sizes, I would prefer smaller
class like UC Santa Cruz which is like a
miniature Berkeley but more rural to me.”
“Yes, I have recently filled out my FAFSA
application for 2011-2012 and I entered 5
codes consisting of UCLA, UC Santa
Cruz, UC Riverside, UC Irvine and UC
Santa Barbara. I want to transfer because I
want to earn my BA”
“Yes, I want to transfer to get my BA. If I
decide to stay in California I will transfer
to Cal State Long Beach and if I decide to
go out of State, which is also an option, I
plan to attend South Florida University.”
“Yes, I want to transfer to further increase
my knowledge and education and to gain a
good career. As far as a specific school
goes I want to transfer to a UC, but if I
can’t, I will unfortunately transfer to a Cal
Sate.”
31
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
“I feel extremely welcomed on campus,
Some students feel welcomed on
Do you feel welcomed on
campus? If so, how? If not, why everyone is sociable and no problems are campus and some students do not,
caused.”
due to feeling out of place.
not?
“At Southwest, I don’t really expect to feel
welcomed. The environment in the area is
rather sheltered and introverted. Some
people are nice and very welcoming and
others you just know to avoid.”
“My first semester at LASC, I felt out of
place by the student body, but it is going to
take more than dirty looks to keep me from
learning and getting my A.A and
Bachelors.”
“Yes, for the most part I feel welcomed.
Most people may feel differently but any
school is what you make of it and plan to
take from it. Being involved in activities
and clubs help you feel more than
welcomed, you feel involved, and that’s
always a good feeling.”
“Yes I do, education here is top priority.
Students feel very academically
Do you feel academically
The work is challenging, but it all pays off validated by the Puente Program
validated (a sense of approval
in the end.”
and at LASC.
that your academic experience is
worthwhile and valuable) on
“Yes I do, I have great teachers and I
campus? If so, how? If not, why always sense that I am teaching vicariously
through them when I’m informing
not?
someone else or just normal conversation.”
“Yes I feel validated. Many people enroll
and come to school but few successfully
complete the courses and earn a AA or
transfer to a University. I feel special
knowing that I will be 1 of 9 out of 100 to
enroll than graduate.”
“Yes, I take pride and honor to know I’m
actually in school and successfully passing
and achieving.”
32
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
Do you feel socially validated (a
sense of approval that your
social experience is worthwhile
and valuable )on campus? If so,
how? If not, why not?
“I do feel socially validated on campus,
due to the fact that it is important to know
your professors and fellow students just in
case you need assistance.”
“No, on my campus I feel some certain
social experiences and classes are more
accepted than others.”
Some students feel socially
validated and others do not on
campus. Those who do not feel
that some experiences and classes
are more accepted than others.
“Yes, I feel socially validated I know
many people on campus but few can help
me achieve my goals.”
“Yes, sharing experiences with friends,
while you encourage them and they
encourage you is a beautiful feeling.”
“I am not involved in any college
Students are not involved in
Are you involved in college
activities.
I
have
a
very
busy
schedule
once
college activities due to other
activities? If yes, to what extent?
I get home. I have to do my homework for
If not , why not?
school and I help my parents take care of commitments such as: family
obligations and work schedule.
my little brother and sister.”
“No, I don’t have time, I am a full-time
employee and full time student.”
“I am not involved in college activities. I
guess I haven’t found or looked for a
group to join or create that suit my
philosophy in life.”
“Not like I want too. I have tried a few
clubs but sadly never stuck through any
successfully due to work obligations.”
33
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
What , if any ,barriers and
obstacles are you challenged
with that might impede you
completing your educational
goal?
“I live in a very crowded home, it can be Financial issues, time
very noisy at times, and my mother doesn’tmanagement, finding the right
approve of me going out to do work
environment to study, not staying
somewhere else so my work may
sometimes not express my full potential. focus on school and the possibility
Other times, financial issues come across of lacking motivation at times.
being that my mother can no longer work
due to health issues.”
“I have hard times applying myself to
certain things. I can show interest for a
certain amount of time then it would fall
by the waist side after a while.”
“Financial obstacles are the only obstacles
I can foresee.”
“I say at this point in my life, me! I will be
the only person that doesn’t allow me to
succeed. When you become an adult,
excuses are out the window and the only
person you’re allowed to point the finger
at for not climbing your ladder to success
is yourself.”
How can you overcome these
barriers and obstacles?
“I can overcome them by clearing my
mind and perform at my best to complete
my work. As for the financial issues, I can
save money.”
Saving money, work on scheduling
and time management , taking out
loans, maintaining focus on
school, self-determination and
“I just need to concentrate more and worry motivation,.
about the outcome of everything I am
doing and knowing it is all for a reason.”
“I can take out a student loan as my last
resort to pay for tuition. It’s better to owe
money on a education that will only
appreciate in value that owing money for a
car that only depreciates in value.”
“We all will face obstacles in life. The way
to overcome them is to understand that
they aren’t bigger than you. “
34
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
Who are what encourages you to “My grandmother, before she passed away Family, self motivation and
attend and succeed in college? two years prior to today, told me that she fulfillment, knowledge, wanting to
knew I was different than anyone else in
the family. She believed in me and this is improve current living conditions.
what she wanted me to do, she wanted me
to be happy. She wanted me to work doing
something I can enjoy; unlike she did
when she worked in sweatshops most her
life.”
“I encourage myself to succeed in college.
Most people may say the parents or some
things like that, my motivation is
completely selfish I want to learn as much
as I can and make it obvious to people that
I am an intelligent person.”
“I encourage myself to attend school from
my experience in the work force. I don’t
want to enter the work force again without
a college degree.”
“No one encourages me. That’s what I like
best because the only person I have to fail
is myself. So that itself encourages me to
push myself because I’m not doing this for
anyone else but me! The only option I
have is to succeed.”
“What encourages me to attend college is
my family, because I want them to be
proud of me as well as I being proud of
myself; also because I know that the
higher my education level the higher my
opportunities are and I want to take
advantage of that to improve my life
conditions.”
35
The mission of Los Angeles Southwest College is to facilitate student success,
encourage life-long learning and enrich the life of its diverse community.
What drives you and keeps you “The thought of seeing my grandmother
smiling upon me when I graduate.”
committed to college?
Family , longing for knowledge,
goal sets, past experiences and
“My longing for knowledge drives me to wanting a better future, self
stay committed to college. I want more in motivation and determination
life and I know there is only way to get
knowing that something greater
more and that is to be intelligent.”
will come out of attaining a
degree. Opportunities after
“The fact that every semester I complete
successfully in college gets me closer to graduation. Past experiences and
my goal of earning a college degree, keeps seeking for a better life( Social
me motivated.”
and Economic Mobility) .
“Honestly, my lifestyle and the things I’ve
been through in the past drive me. It keeps
me focus and often flashbacks of where I
been and understanding where I can go is
why I stay committed. I may not be the
best student and may not get all A’s but I
do my work and I know what I want in the
future so I’m sticking to it.”
“My family and the desire for a better life
are my motivations to commit to my
goals.”
36