The Role of Puente’s Instructional Component in Student Success and Faculty Transformation of Their Practice

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Abstract

The impetus for this paper comes from a multi-year study of the Puente community college program, which has improved the transfer rate of tens of thousands of California students for decades. This paper uses qualitative data from the study to explore the program’s instructional component and how English faculty provide students with the academic skills, cultural empowerment, and “college knowledge” they need to transfer to baccalaureate institutions. We found that faculty impart knowledge that is necessary for student self-determination and success, and that Puente’s pedagogical approaches validate faculty instincts about what kind of instruction can make a difference for students. We discuss the possibility of a future where all faculty are trained to connect with and care about their students.

Authors

• Marisa E. Castellano, WestEd

• Laura G. Lara-Brady, WestEd

• Ravinder Singh, WestEd

• Brenda Hernandez, WestEd

• Ayanna Smith, WestEd