Texas Higher Education Coordinating Board

In Memory of John Siceloff

Founder 1953-2015

T

The struggle for a better world is not just for those who have little and want more, The struggle for a better world is also for those who have gotten a certain amount in

life to look around them and think, “We all have to live together”…. - John Sliceoff

INTRODUCTION

“Once social change begins, it cannot be reversed. You cannot un-educate the person who has learned to read. You cannot humiliate the person who feels pride. You cannot oppress the people who are afraid anymore. - Cesar Chavez, 1984 The following manual includes successful, time-tested strategies for the implementation of the Puente Model. Pedagogical efforts were maintained to secure accurate and best-practices in the areas of English, Counseling and Mentoring. The manual is basically a tool for practitioners to use and modify so that appropriate lessons can be duplicated in any classroom and community college setting. In fact, great care was taken to provide the user of the manual easy to understand concepts related to the Puente Model. Historically, the Puente Model originates from California, in 1981. It was adapted to Texas in the summer of 2011 when a group of Texas educators, under the auspices of John Siceloff and Dr. Maria Martha Chavez, decided to duplicate the model for inclusion in Texas. Being that certain practices are universal, the Texas model uses Latino literature germane to the Southwest, but still keeps some of the general pedagogical practices deemed successful in California. In the area of Intensive Reading and Writing coursework (INRW) and Freshman Composition (English 1301), lessons were adapted from actual coursework. All the assignments used have been used in ideal classroom setting to high success. Granted, the success of any program lies directly with the scope and direction of the user of the manual. In the area of counseling, it is the main goal to keep Puente students in touch with counselors who maintain close contact with both mentors and English instructors. Intervention is the key toward successful practices. Efforts were made to address time-management issues, conflict resolution techniques, and, of course, focusing on academic lessons. Finally, the Mentoring component uses exercises that focuses on establishing social relationships since most Puente students are not culturally adept that introductions and maintaining links and scheduling time. Again, the THECB Puente Manual is your doorway toward a successful implementation of the Puente Program in your college.

Sincerely,

TABLE OF CONTENTS INTRODUCTION SECTION A: Rationale for CTN campaign for college completion and Economic Development Overview-Delivering Your Program Low rates of Degree Completion among Latinos The Developmental Education Challenge Underprepared Students Challenge Higher Education Low rates of degree completion among Latinos Latinos are Crucial to Closing the Achievement Gap in Texas African Americans and the achievement gap Puente Expansion/Puente future The Texas Puente Community College Program Puente History in Texas Current CTN Partners CTN Puente Community College Activities—Phase I/II CTN: Texas Pre-Puente and Puente pathway and strategy for Puente Expansion SECTION B: INRW/English Component Introduction to Developmental English Component Writing Process: Prewriting The Writing Process: Drafting and Revision CTN—Strong Lines Sample Assignment: My name exercise Sample Writing Assignment –Rafael Castillo Sample Assignment: Small Group Activity: The Distance Between Us Sample Assignment: Part I Mexicans and Anglos in the Making of Texas Sample Assignment: Part II, Mexicans and Anglos in the Making of Texas Sample Assignment: Thematic Units for INRW-Puente—Juan Ramirez Sample Assignment: Discovery—Richard Yanez Sample Assignment: Your Roots SECTION C: EDUCATION 1300 AND COUNSELING Introduction to Counseling Component Goals How to Puentify Learning Frameworks-Yolanda Reyna How to balance CTN Puente demands on teaching CTN Puente Program Program Participation CTN Puente Mentee Questionnaire CTN Puente Student Recruitment CTN Concimento Sample Assignment: Family Photograph Envisioning Your Noche de Familia CTN Puente Program Participation Agreement CTN Puente Program Project Roles

SECTION D: MENTORING Introduction to Mentoring Component Goals Sample Assignment: Mentor Meeting Conflicts Puente Mentor Recruitment Letter—Victoria Marron Sample Assignment: Peer Mentor-Mentee Assignment Sample Assignment: Mentor Interview Essay Sample letter to New Mentor Coordinator—Diane Lerma Sample Reading: Who Mentored Whom? SECTION E: PROFESSIONAL DEVELOPMENT Procedures for Data Collection (Stacy fills in this) SECTION F: CTN SITE VISIT PROTOCOLS AND PROCEDURES Sample Narrative Site Report to CTN Program Directors/Administrators CTN Puente Site Visit Agenda Sample Sample Narrative Site Report—Rafael Castillo CTN Puente Site Observation for Site Administrator SECTION G: COMMUNICATIONS Social Media Wiki Puente Implementation—Message and Talking points How to publish in peer-reviewed journal CTN Reflective Journals Puente Social Media Toolkit—Stacy Evans Responsibilities of CTN Executive Editor Responsibilities of CTN Associate Editor CTN Guidelines for Editorial Board Members SECTION H: STUDENT CLUBS Puente Campus Activities/Puente Club Officers Constitution Texas Motivational Conference Overview SECTION I: MICELLANEOUS Reading List for Chicano Literature—Rafael Castillo Scholar/Author Mentor Publications CTN Annotated Bibliography-2015 APPENDIX

INTRODUCTION

“Once social change begins, it cannot be reversed. You cannot un-educate the person who has learned to read. You cannot humiliate the person who feels pride. You cannot oppress the people who are afraid anymore. - Cesar Chavez, 1984 The following manual includes successful, time-tested strategies for the implementation of the Puente Model. Pedagogical efforts were maintained to secure accurate and best-practices in the areas of English, Counseling and Mentoring. The manual is basically a tool for practitioners to use and modify so that appropriate lessons can be duplicated in any classroom and community college setting. In fact, great care was taken to provide the user of the manual easy to understand concepts related to the Puente Model. Historically, the Puente Model originates from California, in 1981. It was adapted to Texas in the summer of 2011 when a group of Texas educators, under the auspices of John Siceloff and Dr. Maria Martha Chavez, decided to duplicate the model for inclusion in Texas. Being that certain practices are universal, the Texas model uses Latino literature germane to the Southwest, but still keeps some of the general pedagogical practices deemed successful in California. In the area of Intensive Reading and Writing coursework (INRW) and Freshman Composition (English 1301), lessons were adapted from actual coursework. All the assignments used have been used in ideal classroom setting to high success. Granted, the success of any program lies directly with the scope and direction of the user of the manual. In the area of counseling, it is the main goal to keep Puente students in touch with counselors who maintain close contact with both mentors and English instructors. Intervention is the key toward successful practices. Efforts were made to address time-management issues, conflict resolution techniques, and, of course, focusing on academic lessons. Finally, the Mentoring component uses exercises that focuses on establishing social relationships since most Puente students are not culturally adept that introductions and maintaining links and scheduling time. Again, the THECB Puente Manual is your doorway toward a successful implementation of the Puente Program in your college. Sincerely,

Section A: Overview-Delivering Your Program

Rationale for CTN Campaign for college completion and economic development In order to ensure economic competitiveness and individual opportunity the United States - and Texas in particular - needs to dramatically increase the number of students who graduate with a postsecondary degree or credential.”

--Texas Regional Action Plan for Postsecondary Completion (2011) Low Rates of Degree Completion among Latinos

Today, low rates of degree completion continue to be documented and identified as a serious problem for students at community colleges across the nation. This is particularly the case for Latino students—the nation’s fastest growing racial/ethnic group. The Developmental Education Challenge Students enrolling in Texas public two-year colleges who arrive underprepared for college are placed in developmental classes that grant no college credit yet deplete the student’s financial aid. Students are placed in courses based on their scores in the Texas Success Initiative Instrument. Data suggest that one of the greatest challenges to success in college for Latino students and students in other underrepresented groups is the need for these students, especially those from low performing high schools, to complete developmental or remedial education courses in order to meet the prerequisites for enrolling in transfer courses.

The Texas Puente Community College program is unique in that the explicit goal is to help Latino and other underrepresented students accelerate through developmental English and ultimately transfer to a four-year college or university. In addition, the program is exceptional in that it targets Latino students in a more intensive and culturally validating way than normally occurs.

The Catch the Next- Puente Community College program is designed for students who have placed below college level in reading or writing on the developmental assessment. Students start Phase I of the Initiative with an Integrated Reading and Writing course. What used to be two courses (Reading and Writing) are merged into one class. The same instructor teaches English composition the following semester which is known as Phase II. Phase III begins the second year of credit bearing courses, and in some Texas Colleges it leads to the “Puente Pathway” model leading to multiple degrees. (See Puente Pathways) Puente students also take a culturally validating student success course designed to teach them the skills they need to succeed in college: such as time management, and participate in mentorship to create a sense of “belonging”. Puente staff members are trained to conduct the Puente program at their community college sites and mentors are recruited from the local community. After the first year, students continue on the Puente Pathway to multiple degree programs based on their interest until they transfer to a four year institution with the support of the Puente Team.

There are three primary components to the Puente program. Observational and interview studies in California have suggested that each of these is necessary: the writing component, the counseling component, which includes a Learning Frameworks course, and the mentoring component. There is also a Puente Club in the California model while professional development is at the core of the model.

The Texas Puente Project also has some additional components, they are: Student Leadership Component; the Scholar and Authors Peer Mentoring Program; The Research and Evaluation/Knowledge Development Component, the Puente Fellows and The Puente Pathway. In addition, in Texas, besides the standard professional development offered to the faculty and administrators implementing the Puente framework, they participate in a series of Teleconferences titled: Teaching and Learning for Student Success at which time some of the Peer mentors speak to the group on cutting edge research or practices conducive to student success and bridging the achievement gap among groups in this country. Furthermore, Catch the Next, Inc. provides coaching to the staff implementing the Puente Framework and the Language Arts component.

1. Section B. – INRW/English Component

Introduction to Developmental English Component

This section emphasizes: • Understanding the essentials of the INRW/English component. • The importance of writing in the CTN-Puente program. • The roles, responsibilities, and skills CTN-Puente students • engage in. • Current training of teachers in Puente-CTN.

The language arts instructors provide skill-appropriate scaffolding for texts that build over the course of two semesters for community college students and two years for freshmen and sophomore high school students, in rhetorical and thematic complexity. In addition, Puente faculty teach writing as a process, not a product. While literature is a finished product, we are teaching the process of composition. The language instructors: Teach writing and critical thinking skills. While adhering to the requirements of the course outlines of specific colleges and departments, the writing instructor moves generally from narrative or personal writing (in which students develop their voice and confidence) in the first semester of INRW to writing based on rigorous academic prose, including analytical, argumentative, and research-based texts in English 1301. Writing is presented as a process that develops in response to “real-life” audiences. The integration of Mexican American/Latina/o texts and other multicultural literature and themes are incorporated into the Puente curricula. Throughout both semesters, instructors use appropriate-level texts as opportunity for reading, writing, and thinking about the Mexican American/Latino and other multicultural experiences. Instructors encourage students to reflect on their own experiences as a springboard to engage in difficult texts.

English

Instructors create a supportive environment of validation. Instructors create and monitor a Family-Familia-like environment to provide students with the support and motivation likely to enable them to transfer. In addition, classes are organized in small groups as well and these learning communities teach students to peer review their work and provide feedback for the next draft of their paper. The counselor’s active participation in the writing class is critical to creating a comfortable learning environment. In addition, Puente is intentional in promoting “carino”, a caring loving environment that validates students. Instructors integrate community-based writing. Instructors develop assignments that provide students with an opportunity to use mentors and their communities as a resource for writing and to develop their relationships with their mentors. Instructors assist with mentor component development and community outreach. The Puente instructors assist the counselor in establishing effective relations with the community to support the mentoring component that develops formal one-to-one mentoring.

Teaching strategies INRW/English Component Goals

• Student registers for Integrated Reading and Writing course in Fall and transfer level ENGL 1301 (Composition I) in Spring

• Courses Incorporate Mexican-American literature into instruction • Fosters a sense of “familia” in the classroom • Integrates assignments with Counseling and Mentoring components

Evaluating learning Highlights:

• Writing and Revision Process. After the pre-writing strategy, students engage in the writing and revision process of their drafts. This stage requires students to pair up in small groups and participate in a peer-review session.

• Strong Lines for Reflective and Critical Thinking. One of the reading and

writing goals of Puente is to instill a close reading technique system that allows for students to critically and reflectively analyze the reading process. Concomitant with this process is the writing part of responding to close

reading. The use of “strong lines” in reading is twofold: it allows the reader to pay close attention to the phrase within the reading sample and it makes for close listening reinforcement.

• Puente Pre-Writing Strategy: The Distance Between Us: A Memoir by Reyna

Grande. After the pre-writing strategy, students engage in the writing and revision process of their drafts. This stage requires students to pair up in small groups and participate in a peer-review session.

• Puente College Level English Writing Strategy: Mexicans and Anglos in the

Making of Texas by David Montejano. One of the texts used in Puente English 1301 that provides students with a sweeping historical breakdown of Mexican-Anglo relationships in Texas. Summary Chapter Readings for Montejano’s Mexicans and Anglos in the Making of Texas, pp. 23-74

• Lecture topic and activity with assignments –STC-Juan Ramirez- These units

are divided thematic ranging from the knowledge of the self toward a slowly emerging idea of the self in the global community. The essays are designed to build on the idea that self-knowledge grows and builds upon the referential world of ideas.

• Assignment and activities—Yanez and Villarreal: Familial roots and reflective writing remain entrenched in successful programs that dig deep into the probing and analyzing the “Why” and the “How” of successful coping strategies.

Writing Process: Prewriting

Goal: Imbedded within the Puente English curriculum is writing as a process. A proven model for building strong writing habits, students learn that the process has three stages: prewriting (brainstorming), writing, and revision.

Methodology: Pre-writing

1. Students are given a topic or writing prompt. 2. Students begin prewriting series of brainstorming or webbing words that link

or expand into other ideas. 3. Students are asked to write non-stop for fifteen minutes and then reflect and

respond to their pre-writing. 4. Next students examine their ideas and begin linking and expanding their

drafts.

Why Pre-writing Using pre-writing strategies enables students to think on paper and expand ideas so that can see their cognitive processes. Once students have jotted down their ideas into a mapping or webbing inventory of ideas related to their topic, their next task will be using the pre-writing draft to expand into their first draft. Mapping strategies or webbing

Too General = is it a home? What is the difference between house and home? Where is it located? What is community called? One simple word can be linked with other ideas. Moving from general to specific, from simple to complex.

My house

The writing process is paramount toward building competent thinkers and skillful writers. All CTN-Puente students enrolled in INRW courses are expected to follow the writing strategies that nurture and encourage thinking, reading, and revision. Because all writing is a process, CTN Puente students learn that revision and more revision is key toward stronger writing skills. The Writing and Revision Process Goal: After the pre-writing strategy, students engage in the writing and revision process of their drafts. This stage requires students to pair up in small groups and participate in a peer-review session. Methodology: Writing and revision • Students are grouped by twos. • Students begin reading one another’s works and ask questions, look for

strong lines, and solicit suggestions. • Editing becomes a skillful dance between writer and editor. • Through questioning and reasoning, students examine their own works and

begin revising. • Revising as an art form • Students examine essays for specific phrasing rather than generalizations. • Information about setting—specific names (of people, places, time, weather,

time of year etc.). • Dialogue • Sensory details—smells, colors, sounds, etc. • Figurative language—metaphor, simile. • Connections –to past, to other situations. • Conclusions, implications. • Editing process • Delete words, phrases—particularly clichés • Delete repetitions, redundancies • Beginnings and endings. • Verb tenses • Intended audience • Active voice or passive • Paragraphs • Spelling

Methodology: Writing and Revision

Paired editing In paired setting, students may read aloud and make changes to improve clarity, rhythm, pacing. Usually an extra reader will allow for writers to examine their works because often writers cannot see minor errors. In professional writing, all writers have external editors. Proofreading Start at the END and read sentence by sentence.

The use of strong lines reflects a formalist tradition that has been used successfully at UC-Berkeley Puente for decades, and within CTN writing practices at affiliated colleges since its inception. Goal: One of the reading and writing goals of CTN is to instill a close reading technique system that allows for students to critically and reflectively analyze the reading process. Concomitant with this process is the writing part of responding to close reading. The use of “strong lines” in reading is twofold: first, it allows the reader to pay close attention to the phrase within the reading sample and, two, it makes for a close listening reinforcement. Methodology: Small group activity

• In groups of two. A writer and a responder. • Writer reads his essay to a group. • Responder listens carefully and takes brief notes of 1 or 2 questions with 1 or

2 Strong lines from the reading.

• The writer underlines the strong phrases or lines and writes down the questions. The writer, however, does not answer the questions.

• Responders tell the writer the strong lines or ask their questions. • Writers thank each responder in turn.

Strategy: Textual analysis • Close reading strategies allows readers an opportunity to become literate

learners and proficient thinkers, from reading for pleasure to preparing for high level business meetings. This approach, with roots in New Criticism, helps students strengthen their abilities to read closely for textual analysis.

• CTN pedagogy uses “strong lines” allows students to examine topic sentences, evidence, and respond accordingly to textual layering.

CTN Puente—Strong Lines

The purpose of using My Name is to introduce introspection the CTN Puente way. Normally, during the first week of class, students do not know their peers and it’s important that they begin looking at themselves. What better way than to read Sandra Cisneros’s short piece “My Name.” The voice is narrated by a young girl who has anxieties and shortcomings about her given name. The primary theme of Puente INRW is to instill basic writing and re-writing principles connected to Donald Murray’s theory that all writing is process. Data collected in composition research studies point to this method as effective in learning writing as a process, not an end. A secondary theme of Puente INRW is to instill basic editing principles connected to small group activity instilling cooperative behaviors. Trainer Objectives To successfully complete this learning unit, the participant will be expected to:

1. Follow directions and provide elements illustrated on descriptive model. 2. Compare and contrast results from participant in groups assigned. 3. Describe elements within a given time frame. 4. Explain function and provide examples of desired sampling (i.e. what are characteristics

of topic sentence, paragraph structure etc.) 5. Write a short ten minute explanation of activity.

Rationale Introducing oneself to a new group can be daunting and even more so in college. Using this assignment will significantly curb anxieties in this new journey called college learning. For many, freshmen year is a particularly sensitive life stage of questioning and trying to make sense of one’s chosen major or path of learning. The vignette “My Name” from Sandra Cisneros’s The House on Mango Street offers students a great opportunity to explore the bridge between one’s name and one’s sense of self. By identifying with the protagonist Esperanza’s examination of her name, Puente students will also benefit from learning that one’s name can have multiple meanings through multiple voices or perspectives. Conversely, students will be prepared to reflect upon and write about their connections to their own names. In this exercise, the instructor asks the following warm-up question: “What is the connection between one’s name and one’s sense of identity? In other words, in what ways are our names meaningful?” Students share ideas in class. Next, instructor introduces the vignette “My Name” as a model for the lesson, and asks students to keep the following question in mind as the instructor reads aloud to them. Students begin the process of selecting strong lines, the Puente way. Instructor asks, “What did you notice about what Esperanza’s name means to her?” Students share observations and strong lines as instructor guides them in seeing how one’s name can have numerous shades of meaning from varying socio-cultural perspectives. Focused Free-Writing (20 minutes) Students will write their names in large, clear print atop a page in their notebooks, and respond to at least three of the following prompts.

1. What’s the story behind your name? How and why was it chosen for you? 2. Do you feel your name represents and reflects your identity? Explain why or why not?

Writing Assignment: My Name Exercise

3. If you could change your name, would you? Why or why not? If you changed it, what would you change it to? Why?

Sharing and Strong Lines Students break up in small groups and share their writing. Students listen and give positive feedback and strong lines. Materials Needed Editing Marks with Explanations Sandra Cisneros’s vignette “My Name” Editing Exercise Student Learning Objectives

• Think critically • Gather information by listening to and reading from varied sources • Evaluate information as a guide to belief and action • Apply information to the solving of problems and decision making • Broaden awareness and formulate new ideas.

• Communicate effectively • Apply standard English in speaking and writing to clearly express ideas • Use language clearly and effectively • Recognize role of nonverbal signals in communication

• Behave responsibly • Develop life skills • Work cooperatively

Small Group Activity: Grande, Reyna. The Distance between Us: A Memoir. New York: Atria Books, 2012. As part of the curriculum for INRW, this memoir highlights shared experiences and links with Latino culture. Many INRW students were awe-struck with Reyna Grande’s tenacity and perseverance mirroring their own efforts at learning to read and write in a new language. The use of memoirs allows students to actually read nonfiction that reflects the target population. Accordingly, studies in validation theory suggest that minority populations reading similar experiences become imbued with persistence. Presentation assignment: Power-point The procedure for your presentation must include the following: • Chapter summaries and key points of narrative. • Characters and their importance to story • Highpoints of each chapter • Strong lines Have Puente students form groups of four, each giving a power-point presentation highlighting the following questions. The presenters will each give his or her points on how the memoir is unfolding. In responding to Reyna Grande’s memoirs: Small groups What scenes or memories do you as a reader find troubling? By troubling, what alternatives could have improved the characters’ situation? How would you have handled a similar scene or situation? Do you think too much responsibility is given to Reyna and Mago? Which of the characters are the strongest? By strongest, what makes them strong? What memories do you have linked to Reyna Grande’s experience? One of the tenets of Texas Puente is to encourage dialogue among students. This activity provides content and reaction as a springboard to further writing. Small group discussion for Reyna Grande’s The Distance between Us Discuss the decision to leave the children behind and the feeling Reyna has when she heard her mother say, “My husband needs me.” Reyna reflects and says, “As if my father were not a grown man. As if her children didn’t need her as well.” Did the mother make the right decision? Did the father do right in leaving the children behind? What would you have done?

Sample Activity: Grande, Reyna. The Distance between US

Unit I Self Unit I: Description In unit I, student will write a narrative essay. The goal of writing a narrative is for students to explore their inner selves. Students will be expected to write a about a personal event that has change their lives. It is important to understand the inner self before the students can understand their family and where they come from, something they will explore in Unit II. Lecture Topic and Activity Assignments

Introduction to the course & textbook Syllabus and class overview Blackboard Orientation Theme: Self Topics: The Reading & Writing Processes Unlocking Vocabulary & Grammar Assigned Narrative Readings Grammar lesson MAL readings

Journal 1 Work on essay 1 planning sheet (due on Thursday)

Theme: Self Topics: Main idea, thesis & support Subtopics: Supporting details & types Topic Sentences Implied vs. Stated Main Ideas Assigned Narrative Readings MAL readings Grammar Lesson

Journal 1 due. Assign Journal 2. Essay 1 first draft due on Thursday on Blackboard

Theme: Self Topic: Main idea, thesis, & support Subtopics: Supporting details & types Topic Sentences Implied vs. States Main Ideas Assigned Narrative Readings MAL readings Grammar lesson Peer review one

Journal 2 due. Assign Journal 3. Essay 1 second draft due on Thursday on Blackboard.

STC-INRW- CTN Puente Thematic Units- Juan R. Ramirez

Theme: Self Topic: Review the essay structure and writing process Quiz 1 Assigned readings MAL readings Grammar lesson

Journal 3 due. Assign Journal 4 Essay 1 final draft due on Thursday on Blackboard

Unit II Family Unit II: Description In unit II, students are expected to write about their family. Students will have the opportunity to reflect about their family and compared it to family in other cultures. Students will read a different stories (instructor’s choice) and watch the movie My Big Fat Greek Wedding. After watching the movie and reading different Mexican American literature selections, students will write a comparison/contrast essay. In this essay, students will write either the similarities or differences between their family and the family in the film. Theme: Family Topics: Patterns of Organization & Graphic Organizers Subtopics: Identifying & using signal and transition words Recognizing & selecting patterns Reading & evaluating visuals Creating outlines and maps Assigned Readings: Comparison & Contrast Grammar Lesson MAL readings

Journal 4 due. Assign Journal 5. Work on essay 2 planning sheet (due on Thursday)

Theme: Family Topics: Patterns of Organization & Graphic Organizers Subtopics: Identifying & using signal and transition words Recognizing & selecting patterns Reading & evaluating visuals Creating outlines and maps Assigned comparison and contrast readings MAL readings Grammar lesson

Journal 5 due. Assign Journal 6. Essay 2 first draft due on Thursday on Blackboard

Theme: Family Topics: Evaluating & Using Sources Subtopics: Reading across texts Annotating, note-taking, & summarizing ideas Assigned comparison and contrast readings MAL readings Grammar lesson Peer review one

Journal 6 due. Assign Journal 7. Essay 2 second draft due on Thursday on Blackboard

Theme: Family Topics: Evaluating & Using Sources Subtopics: Reading across texts Annotating, note-taking, & summarizing ideas Quiz 2 MAL readings Grammar Lessons

Journal 7 due. Assign Journal 8. Essay 2 final draft due on Thursday on Blackboard.

Unit III Community Unit III: Description The goal of Unit III is for the student to explore issues that affect the community. For example, since students live in the border, they can write about topics that affect the community such as illegal immigration, drug smuggling, and other topics. For this unit on community, students will write a cause/effect essay and read Mexican American literature selections (open to instructor). Theme: Community Topics: Drawing Inferences Subtopics: Making valid inferences Assigned Cause & Effect Readings Midterm Examination MAL readings

Journal 7 due. Assign Journal 8. Essay three planning sheet due on Thursday

Theme: Community Topics: Critical Thinking to Analyze and Evaluate Texts Subtopics: Author’s tone Purposes for reading and writing Intended audiences Assigned Caused & Effect Readings MAL readings Grammar lessons

Journal 8 due. Assign Journal 9. Essay three first draft due on Thursday on Blackboard.

Theme: Community Topics: Critical Thinking to Analyze and Evaluate Texts Subtopics: Author’s tone Purposes for reading and writing Intended audiences Assigned Cause & Effect Readings Peer Review Grammar lesson

Journal 9 due. Assign Journal 10. Essay three second draft due on Thursday on Blackboard.

Theme: Community Topics: Critical Thinking to Analyze and Evaluate Texts Subtopics: Author’s tone Purposes for reading and writing Intended audiences Assigned Cause & Effect Readings Quiz 3 MAL readings

Journal 10 due. Essay four planning sheet due Thursday.

Unit IV World Unit IV: Description The goal of Unit IV is for students to explore issues that affect everyone. In this unit, students will write about a topic that affects them personally, the community, and the world. The aim is for students to write an argumentative essay using multiple sources.

Theme: World Topics: Reading and Writing Arguments Subtopics: Biased Opinions Evaluating support Writing credibility Addressing both sides of an argument Assigned Argumentative Readings Peer review Grammar lessons Theme: World Final Exam Review Oral Presentations Final Exam TBA

Essay four first draft due on Thursday on Blackboard. Essay four first/second draft due Essay four final draft due on final exam day.

2. Section C. – Counseling Component

Introduction to Counseling Component Goals

This section emphasizes: • Understanding the essentials of the Counseling component. • The importance of Counseling in the CTN-Puente Program. • The roles, responsibilities, and skills CTN-Puente students

engage in. • Current training of teachers in Puente-CTN.

The Puente team members (counselor and instructor) recruit and train the Puente mentors. They also match the Puente students with mentors from the local professional community on the basis of personality, profession and gender. Mentors serve as role models of academic and professional success to these students helping them develop professional/networking skills and the student’s social and cultural capital. Instructors utilize mentors as role models and speakers to support students’ writing and augment counseling resources to explore possible career goals. Mentors emphasize the value of “giving back” to our community. Mentors offer ongoing encouragement for students and provide a vital link between the local community and the college campus. Mentors are assigned to the students at the start of phase 1 for a period of a year.

Teaching strategies Counseling Component Goals

• Recruits students for the Puente class during Summer New Student Orientation and discussed mandatory field experience trips and activities

• Students and mentors are recruited by signing a contract created and

updated yearly by the Puente team on campus stating that they will have a year-long commitment as a student/mentor.

Counseling

• Provides academic advising and monitors student progress until

transfer

• Motivates students to pursue a college education through exposure to college visits and educational/cultural field trips.

• Help in application, admissions, and financial aid processes

• Puente Club meetings can be held during class once a month

One of the special elements in CTN Puente is the Learning Frameworks class because it offers students a chance to experience and understand the “college culture”. For most first-time students, college may be a challenging experience: understanding the nonverbal and social demands of studying, the language of the classroom, balancing social and academic schedules, and knowing when to ask for familial and collegial support. CTN Puente Learning Frameworks courses are organized around a learning communities setting. Learning Frameworks Class Learning Outcomes:

• Puente students will experience a rigorous how to “Puentify” the Learning Frameworks Class classroom environment supported by the CTN Team (counselor and instructor), mentors, and other Puente peers; and will experience the strength of familial bonds in the classroom.

• Puente students will be introduced, but not limited, to culturally-relevant material. • Puente students will analyze their academic and career choices based on various

instruments, such personal assessment, career exploration, college site visits and mentor panels.

• Students will learn the importance of developing their study skills and learn strategies for succeeding in college.

• Students will develop strong study habits, and understand skills such at time management, note taking, test taking and setting goals.

• Puente students will learn how to think critically about academic, professional and personal choices.

• Puente students will experience what it means to be a scholar and a professional through exposure to mentor panels, motivational speakers, and authors in both LF and English classes.

• Puente students will also be assigned mentor assignments. • Puente students will also discuss cultural, capital, and identity issues

Counseling Student Learning Outcomes: • Puente students will have a Student Educational Plan that will be reviewed and

revised at least once per semester until transfer. • Students will meet with Puente counselor at least once per semester and will be

enrolled in Puente counselor’s Learning Frameworks. • Puente students will understand transfer requirements and will learn lower

division requirements in the major of their choice. • Puente students will identify their education and career goals. • Students will learn how to use off and on-campus academic resources, such as

online services. • Puente students will explore possible transfer institutions and specific

requirements at the college/university for their chosen major. • Puente students will attend the Puente Transfer Motivational Conference in the

fall semester; and will learn how learn take responsibility for their academic and personal goals. They will also learn how higher education translates into personal and professional success.

How to Puentify a Learning Frameworks Class—Yolanda Reyna

• Puente students will transfer between a 2-4 year period based on their academic competence before entering Puente. Puente student’s family will understand transfer requirements and the importance of higher education.

CTN Puente Counselors will:

• Use a case management approach to maintain contact with Phase III students • Attend Puente English class • Collaborate with Puente instructor on cross-classroom assignments • In conjunction with the English instructor, develop and implement the mentoring

component • Attend Puente statewide and regional trainings • Collect Puente data

Celebrating 30-plus years of national prominence and excellence, the Puente Program has won accolades from the Harvard University Kennedy School of Government and winner of 2009 Excellencia Award. Since its inception, Puente has been extended to 59 programs with private funding to pilot its high school mode in 1993 with replication in 36 California programs. In Texas, Puente with Catch-the-Next has programs in five community colleges and expanding. Training goal: Participants will understand the expectations for Counseling, English, and Mentoring in working with students. The Puente Team’s main responsibility is to ensure that Puente students successfully transfer to four-year colleges through the implementation of the following: Fundamentals The Puente Program provides academic counseling and guidance to enable students to succeed academically by developing, updating and revising student educational plans until transferring to a university. Through specific Puente style curriculum for Personal Development courses, the mentoring component is integrated into the PD class curriculum. In addition, the Counseling component develops workshops for Puente students such as financial aid, university transfer requirements, and workshops and activities aimed at maintaining student motivation. This component also stays informed of transfer requirements and best practices, developing strategies for retention of Phase III students and developing relationships with four-year colleges through outreach representatives. Ultimately, this component works and participates in the Puente English class. Recruiting and Identifying Students The most important is establishing Puente markers through banner and flyers. Once students have been identified, a Puente student agreement is signed with the students agreeing to the rigor and time required of the program. This is an important element because one must be selective and look for evidence of commitment from student. After that, a Puente-Mentee questionnaire is given so the Puente team knows the direction and transfer major that the student is seeking. Learning Frameworks Class Fundamentals One of the earmarks and highlights of Puente is teaching in a learning community network. What this means is that a triad involving INRW, Counseling, and Mentoring is synchronized and engaged to maximize learning and integrating assignments. Puente Team Responsibilities

How to balance the demands of teaching, counseling, and managing a Puente Program—Yolanda Reyna

• Weekly meetings • Coordinate and facilitate Puente events and activities • Organize college fieldstrips • Collect and maintain student data • Keep administration in the loop • Create a comfortable environment with colleagues

Participating in Events • Divide up responsibilities equitably • Get participation commitment from students • Complete forms in advance • Evaluate activities

Following up with students • Involve Puente Club in all aspects of Puente activities • Meet with students in Engl 1301 class on a regular basis, especially

prior to registration.

Celebrating 30-plus years of national prominence and excellence, the Puente Program has won accolades from the Harvard University Kennedy School of Government and winner of 2009 Excellencia Award. Since its inception, Puente has been extended to 59 programs with private funding to pilot its high school mode in

CTN Puente Community College Program

1993 with replication in 36 California programs. In Texas, Puente with Catch-the-Next has programs in five community colleges and expanding. Training goal: Participants will understand the Puente Program’s expectations for Counseling, English, and Mentoring in working with students. The Puente Team’s main responsibility is to ensure that Puente students successfully transfer to four-year colleges through the implementation of the following: Counseling Fundamentals The Puente Program provides academic counseling and guidance to enable students to succeed academically by developing, updating and revising student educational plans until transferring to a university. Through specific Puente style curriculum for Personal Development courses, the mentoring component is integrated into the PD class curriculum. In addition, the Counseling component develops workshops for Puente students such as financial aid, university transfer requirements, and workshops and activities aimed at maintaining student motivation. This component also stays informed of transfer requirements and best practices, developing strategies for retention of Phase III students and developing relationships with four-year colleges through outreach representatives. Ultimately, this component works and participates in the Puente English class. English Fundamentals The Puente Program uses community-based and appropriately layered assignments that integrate Mexican American/Latino literature into a process-centered approach to writing. The close reading strategy of “strong lines” develops a critical and responsive base to student writing through a scaffolding support that integrates mentoring concepts into the writing assignments. The strategy of peer-writing response groups supports the creation of familias in the classroom. Through journaling and portfolios, fluency in writing and grammar-exercises are prescriptive. Mentoring Fundamentals The mentoring component provides students with an academic connection to their chosen career-paths and incorporates three activity goals, namely, academic, professional, and recreational. Mentoring also provides models of aspiration as a professional pathway to academic and professionalism. Puente Team Responsibilities

• Identify and recruit future students • Organize and facilitate Puente Student Organizations • Coordinate and facilitate Puente events and activities • Organize college fieldstrips

• Collect and maintain student data • Meet with Puente team members on a regular basis • Organize and collaborate on student activities • Develop student retention strategies • Student recommendation letters • Phase III workshops such as financial aid, personal statements, and other

transfer application materials • Establish a Mentor Advisory Council • Attend statewide and regional training meetings • Facilitate and advise the Puente Club • Establish and promote Puente in the community and on campus.

The importance of year-round recruitment for Puente is part of the successful strategy. All team members must be onboard and cognizant of established three-

layered components to achieve maximum recruitment. The power-point demo should be uploaded and used in all recruitment demonstrations so that team members know when to use demo during all NSOs (New Student Orientations). The primary objective of Puente is to heighten transfer numbers to four-year universities, to instill pride and ownership of the Puente brand as a focus for learning Latino-based curricula, mentoring with leaders in the field, and motivating them to return as leaders and mentors. Enrollment is open to all students, regardless of race, ethnicity, or nationality, who want to learn more about the Puente Project. Timeline—Early April through mid-May

1. Introductory welcome 2. Completion of two forms: student profile and interview questions 3. Puente team (Counselor, English instructor, and Mentor coordinator)

introduce themselves. 4. If possible, have Puente student/Mentor panel.

Interviewing prospective Puente students 1. Questionnaire leading to informal group “interview” 2. Easy introductions 3. Taste of students’ writing skills (optional) 4. Assess students’ educational goals

Follow-up 1. Counseling staff checks student assessment and transcripts to verify

eligibility. 2. Student enrollment 3. Follow up email or formal letter to each student confirming his/her enrollment

in program. 4. Goal is to have 50 students identified by end of spring term. 5. If goal is not met, follow up strategies with additional orientations in late July

or early August.

Trainer Objectives To successfully complete this learning unit, the participant will be expected to:

6. Follow directions and provide elements illustrated on descriptive model. 7. Compare and contrast results from participant in groups assigned. 8. Describe elements within a given time frame.

Puente Student Recruitment

9. Use power-point demo as a recruitment tool. 10. Start early and think of recruitment as a year-long process. 11. Work together as team. 12. Bring in mentors and former students as much as possible. 13. Don’t be afraid to ask for help.

Team Role 1. Checklist 2. Timeline 3. Define specific roles? 4. Introspection---What does a successful recruitment look like?

The Spanish word “Conocimento” means “getting to know one another”. The phrase has a texture layering of cultural respect. The Hispanic culture has deep roots in giving respect and as such this exercise has its origins during the ‘60s Chicano movement when groups met to dialogue in a non-threatening way. Every member had an equal say in matters dealing with policy, issues dealing with equality, and giving voice to the voiceless. Student Learning Objective Students will initiate the process of building classroom community, establishing the norms for classroom participation and behavior, and appreciate the diversity of experience respecting differing point of views. Instructors, in turn, will gain a greater understanding of class dynamics and individual student interests. Instructor will

1. Prepare ten to fifteen sheets with appropriate prompts. 2. Post sheets around room in areas where students can write easily. 3. Explain purpose and format of activity 4. Distribute color markers so students may use same pen to respond to all

prompts. 5. Instruct students to start by choosing a number and writing his or her name on

the NAME sheet. 6. Direct students to write response on sheets.

Formatting procedure Students move around room writing answers. Time necessary will depend on the number of students and difficulty of prompts. Conocimiento Exercise

1. Do you have a nickname, or other any other name. 2. What is your favorite movie? 3. Favorite cartoon character? 4. Draw a picture of the way you feel right now? 5. What was the last book you read? 6. How do you identify yourself culturally/ethnically? 7. Do you speak another language besides English? 8. Something about me that might surprise you is …..? 9. If you could be a famous person in history, who would it be? 10. Who is your favorite Mexican American author?

Sample Assignment: Family Photograph Conocimento –CTN

Using family photographs is one of the most effective ways to bridge the silence gap among new Puente participants. Student Learning Objective Participants will understand how to effectively bridge classes through the use of effective assignments. The purpose of using family photographs is to encourage students to understand all the aspects that make up their own identity (i.e. race, disability, social class, gender, sexual orientation, ethnicity, etc) as well as that of their peers. Writing Exercises

1. Defining family? 2. Students take out paper and describe families, both immediate and extended. 3. Introspection 4. Example: My family extends to my…. 5. What defines the meaning of families? 6. Bridal photos, parties, Christmas, birthdays…

Selecting Puente-style strong lines: Families use photos to capture or isolate, record, and confer importance on ritualized events in their lives. In fact, these artifacts are part of the marked history of families providing them with a visual history of their life together. Every individual family records events in a ritualized special way. The participants are asked to highlight and describe the ritualized moment by analyzing the surrounding elements. Clothing and environment yield both season and rationale. Participants can logically begin the process of analysis through observation and focusing on details. Source: Zeitlain, Steven, Amy Kotkin & Holly Cutting Baker: A Celebration of American Family Folklore. New York: Pantheon Books, 1982.

The importance of Noche de Familia for Puente is part of the successful strategy of bringing families together, Counselors, faculty, and meeting mentors. All team members must be onboard and cognizant of established ritualized layering that incorporates three components to achieve maximum success. A power-point demo should be uploaded and used in all recruitment demonstrations so that team members know when to use demo during all NSOs (New Student Orientations). Objective: The primary objective of Noche de Familia is to heighten student success through bridging the College, the mentoring system, the counseling support unit and the Puente instructors. Why involve the familia?

• Families influence a student’s decisions, even while in college. • Puente validates reasons why families immigrated. • Statistically, Latino students stay at home longer than other student groups. • Latino students tend to feel accountable to their family.

During Noche de Familia, the Puente familia, including staff, instructors, and counselors will have a chance to demonstrate the Puente mission and model. Mentors will be among the tables, and the power-point demo will help familias understand the academic goals of Puente. The focus of Puente is to increase the transfer numbers to four-year universities, to instill pride and ownership of the Puente brand as a focus for learning Latino-based curricula, mentoring with leaders in the field, and motivating them to return as leaders and mentors. Timeline—Early October or November

5. Introductory welcome 6. Helps families understand educational process and experience 7. Allows them to meet Puente mentors who achieved similar academic goals. 8. Learn about costs involved and sources available to help pay for college. 9. Provides an opportunity to discuss student activities, field trips, and other

Puente requirements.

Crucial understanding of the educational process Understanding college culture is perhaps the most difficult transition from high school life because the demands are more rigid and the expectations higher. Families can learn the difference between degrees during Noche de Familia, particularly:

• AA/AS • Bachelor’s • Master’s

Envisioning your Noche de Familia Event

• PhDs or Ed.Ds

Included in Noche de Familia are related conversations so that familas know the meaning of student schedules (units, homework, and work hours), class time versus study time, the going away to college ritual, and the formation of relationships with peers. Another point of discussion during family night is the Power of Education demonstration. Puente students with their familia and mentors will be able to see the Mean earnings by highest degree earned as of 2009 according to the US Census Bureau. Training Objective: Puente staff will be able to strategize and set up a viable program that covers the following:

• Viable locations on campus • Tentative agenda • Catering options • Decoration • Break down of the event day • Assigned specific tasks • Invitations from campus (email or hardcopy) • Budget—allotment for event.

Puente Program Participation Agreement

Last Name_____________________________________ First Name _____________________________________ Banner Number: _______________________________________________________________________________ Street Address_________________________________________________________________________________ City ____________________________________________State____________________Zip__________________ Cell Phone #:_________________________________ Other Phone#_____________________________________ College Email Address: _________________________________________________________________________ Other Email address: ___________________________________________________________________________

Congratulations and welcome to the Puente Program at Palo Alto College. You are entering a program that for

over 30 years has helped first-time-in-college students become academically and professionally successful. The faculty and staff at Palo Alto College are looking forward to working closely with you to help prepare you for your educational journey. The next few semesters promise to be exciting, but they will also come with their own set of challenges. We want to ensure that you are ready to embark on this educational journey so that you are prepared in advanced for the challenges before you, not only in the classroom but outside of the classroom. For this reason we are asking that all students read, understand and agree to requirements of the Puente Program. Specifically, the Puente Program requires participation in several activities outside of the classroom at no cost to you, the student. The Puente Program has found that participation in these activities, while fun and informative, can significantly improve the success of first-time-in-college students. Your professor, counselor, or advisor will individually explain these activities to you. Participation in these activities is required and may count as a percentage of your final grade in INRW 0420 and EDUC 1300. Make sure that you understand what this means to you. If you believe that you cannot meet the time commitment of these activities, please tell the Puente staff immediately…do not wait until classes begin. While the time commitment varies from student to student, we believe that on average, students will be required to dedicate between 4-6 hours per month outside of class to the Puente Program. Please sign your initials at the bottom of each activity and sign and date at the bottom of this form. The student should keep one copy and the other will be kept on file with the Puente office.

• Activity 1 Noche de Familia (2 hours)

Date: ___________________________Time:______________

This will be an evening of dining and socializing with other class members participating in the Puente Program. Students will be encouraged to invite their family members to this event. Dress is business casual. Puente students will get an opportunity to meet their mentor for their first of several visits. There is no cost to students or family to attend this event.

___________ I agree to attend this event.

CTN-Puente Program Participation Agreement

• Activity 2 Cultural Activity Date: ____________________________Time:______________

This activity is open to all Puente Students. Family members can attend as space permits. This activity can occur on campus or can take place off campus. If event is scheduled out of the city, transportation will be provided. There is no cost to the students or family members to attend this event.

___________I agree to attend this event

• Activity 3 University Visit (1 fall visit and 1 spring visit) Date: ____________________________Time: ____________

This half-day or full day activity, depending on the location of the university is open to all currently enrolled Puente students. The Puente staff will work with the Puente students to determine which university to visit. In the past, Puente students have visited the University of Texas at Austin, UTSA, Texas State University, and Texas A&M University. Transportation provided; there will be no cost to the student to attend this event.

____________I agree to attend this event

• Activity 4 Holiday Social (1-2 hours) Date______________ Time: ____________

This activity is for all Puente students. This event is a fun time celebrating the end of the semester and celebrating the upcoming holiday season. There is no cost to the student to attend this event. ____________I agree to attend this event

• Activity 5 Meeting with Mentor (16 total hours Fall and Spring) Dates and times to be arranged between student and mentor

Puente staff and faculty will match student with a mentor. The first meeting between the student and mentor will be during Noche de Familia. At the first Noche de Familia meeting, the Puente student and their mentor will establish meeting times and dates for the fall and spring semester. It is recommended that students meet with their mentor once or twice a month until 16 hours are logged. The mentor activity should be completed by the first week in May. ____________I agree to participate in this activity

• Activity 6 Celebración Date: ______________ Time: ___________

This end-of-year event is for all Puente students. This event is a casual, fun time celebrating the end of the academic year and to recognize all the students completing the first year of the Puente Program. This event will also recognize the Puente students completing their Associate’s degree. There is no cost to the student to attend this event. _____________I agree to attend this event

• Class Enrollment-Enrollment in Spring Courses

During the Fall semester you enrolled in INRW 0420 and EDUC 1300; these two courses are required for participation in the Puente Program. If you enrolled as a full-time student (12 hours) you probably enrolled in additional courses that will apply toward your major. In the Spring semester, you will enroll in ENGL1301 plus another three (3) hour Puente course that applies toward your major. Your counselor will advise you what courses you should take based on your major. ________I agree, in the Spring, to enroll in ENGL1301 plus an additional 3 hour Puente course. These courses will apply to my major. I have read and agree to participate in the Puente Program for the fall and spring semesters. Additionally, I have read and understand the Puente activities and agree to participate in the above activities. Student Signature: ________________________________________ Date: ______________ Puente Representative: _____________________________________Date: _____________

PUENTE MENTEE QUESTIONNAIRE Contact Information Last Name____________________________ First Name _________________________________ Nickname or what your friends call you________________________________________________ Banner Number: __________________________________________________________________ Birthday Date: ___________________________________________________________________ Parent/Guardian Name(s) ___________________________________________________________ Street Address____________________________________________________________________ City _______________________________State____________________Zip__________________ Your Cell Phone #:______________________ Other Working Phone#_______________________ Email address: ____________________________________________________________________ What do you plan to study in college…your major? ______________________________________ To assist us in the student-to-mentor matching process, please circle each of the following that best describes you: cheerful shy self-motivated active thoughtful organized social creative dependable gutsy leader sensitive easy going open-minded great talker patient fair like to work alone like to study intelligent strong creative independent positive loner quirky inquisitive free-spirited artistic always on time funny honorable confident quiet calm like to work in groups good listener What are your favorite classes? Subjects: _________________________________________ Least favorite subjects? _______________________________________________________ Do you like music? Yes No Instrument I play: __________________________________________________________ I listen to: ________________________________________________________________

Do you like sports? Yes No I play: ____________________________________________________________________ I watch: ___________________________________________________________________ What is the language your family uses at home? ___________________________________ Rank each of the following according to your interests: 1 = interested 2 = somewhat interested 3 = not interested

______field trips to universities ______museums

______improving study habits ______computer projects

______holiday events ______science projects

______reading ______music programs

______school projects ______collecting (coins, rocks, etc.)

______art projects ______animals (zoos, farms, pets)

______help with homework ______indoor activities

______movies ______outdoor activities

______family time ______cultural events

______writing ______math and sciences

______finding out about careers ______other, please explain: __________

Areas that are a struggle for me: 1.________________________________________________________________________ 2. _______________________________________________________________________ 3. _______________________________________________________________________ Areas where I am strong: 1._______________________________________________________________________ 2. _______________________________________________________________________ 3. _______________________________________________________________________

The Counseling Component A. Counselor in the Classroom (EDU 1300) Provide academic counseling and guidance to promote academic success Develop curriculum for EDU 1300 course Provide students with necessary knowledge and terminology to successfully navigate higher education especially transfer Develop, update, and revise individual educational plan until transfer Integrate mentoring concepts into the EDU 1300 class curriculum Develop workshops for Puente students including but not limited to financial aid, university transfer requirements, workshops or activities that maintain student motivation Promote career exploration Promote time management, study skills, goal setting, etc., from a cultural perspective Develop activities in the classroom the promote self esteem Provide information on best practices transfer requirements Help students develop detailed plans regarding their personal and educational goals Develop strategies for retention for year two students Develop relationships with four-year colleges’ and outreach representatives Participate in the Puente English class, a minimum of once a week Integrate Mexican-American/Latino culture into the class Promote interaction in the classroom that allows students to be deeply and genuinely engaged in the college process B. Counseling beyond the classroom Assist in the development of three activity goals: academic, professional and recreational Provide students with a model of an academic and professional pathway Provides students with a model of professionalism On-going advisement and counseling as necessary C. Counselor Duties as part of the Puente Team Identify and recruit future students Organize presenters at the New Student Orientation during summer

CTN Puente Project Roles, Activities, and Budget Proposal

Coordinate and facilitate Puente events and activities Write student recommendation letters as necessary Organize college fieldtrips Work with IR in collecting and maintain student data Meet with Puente team members on a weekly basis Organize and collaborate on campus events with office of Student Engagement and Retention Develop student retention strategies Plan Noche de familia Identify venue, time, & date for events on campus Create agenda Determine catering options Assign individual to oversee decorations Assign set-up/break down the day of the event Create invitation list of Campus representatives Assign person responsible for invitations - Evite, or hard-copy invitation Develop event budget Identify on-campus funding sources Identify event moderator Develop and present workshops on financial aid, personal statements and other transfer application materials Recruit, train, and maintain mentors Facilitate mentoring meetings and activities Establish a Mentor Advisory Council Provide student access to successful community role models Attend statewide and regional training meetings Facilitate and advise the Puente Club Establish and promote Puente in the community and on campus Develop a strong support system on campus and off campus Presentations to English Puente classes (on-going) Work with faculty (especially in English) for referrals (Summer) Promote NSOs as advertised (Summer)

Mail out to students inviting them to join Puente (Summer) Meet/follow-up with recruited students to establish level of commitment Recruit potential mentors (Ongoing) Plan activities for students beyond the first year Identify and schedule dates for making mini presentations on campus Identify local high schools counselor/personnel who can assist with recruitment Develop a year 1 and a year 2 calendar Create Mentor Recruitment brochure Develop Puente Mentor Recruitment Packets

Puente Fact Sheet/brochure

Mentor Orientation Date(s)

Mentor Profile

Mentor Expectations

Mentor and student quotes

Mentor Newsletter

Mentor training packet best practices, update mentor handbook

Set procedures for potential statewide training

Establish Alumni database/Mentor database & list serve Nominate for Mentor of the Year Present at local, state and national conferences Puente Program English Component The Writing instructor incorporates the Mexican American/Latino and other multicultural literatures and themes into the developmental Phase I and College level Phase II-level English Writing curriculum. Instructors provide skill-appropriate pedagogy for texts that build over the course of two semesters in rhetorical and thematic complexity. In addition, the instructor is responsible with the counselor for insuring complete program implementation.

A. Teach writing and critical thinking skills

While adhering to the requirements of the course outlines of specific colleges and departments, the writing instructor moves generally from narrative or personal writing (in which students develop their voice and confidence) to writing based on rigorous academic prose, including analytical, argumentative, synthesis, and research-based texts. Writing is presented as a process that develops in response to “real-life” audiences and peer groups.

B. Integrate Mexican American/Latino and other Multicultural literature and experience

Throughout both semesters, instructors use appropriate-level texts as opportunity for reading, writing, and thinking about the Mexican American/Latino and other multicultural experiences. Instructors encourage students to reflect on their own experiences as a springboard to engage in difficult texts.

C. Create a Supportive Environment

Instructors create and monitor a familia-like environment to instill in students with the support and motivation likely to enable them to transfer to a four-year-university. Small writing response groups are formed early and used throughout Phases I and II. The counselor’s active participation in the writing class is critical in creating comfortable learning and a college-learning environment.

D. Integrate Community-based writing

Instructors develop assignments that provide students with an opportunity to uses mentors and their communities as a resource for writing and to develop their relationships with their mentors.

E. Assist with Mentor Component Development and Community Outreach

The Puente Writing Instructor works closely with the counselor in establishing effective relations with the community to support the mentoring component that develops formal one-to-one mentoring. Concomitantly, they recruit, select, and train mentors, prepare students for the mentoring relationship, match and monitor mentor-student relationship through course integration that supports the students’ academic, career, and person growth.

The mentor pool should be of sufficient diversity to meet students’ needs and requests (e.g., gender, career interests, and ethnic background).

F. Acts as Resource Person

The Puente Writing Instructor is available to support students in their Phase III activities through office hours, advising, assistance in the college application process, etc.

G. Co-Coordinate the Puente Program

In conjunction with the counselors, the writing instructor co-coordinates all aspects of the program: prepares students for and attends the Puente Student Transfer Motivational Conference; establishes and maintains a weekly team meeting schedule compatible with Puente class meetings; collaborates on assignments as appropriate; plans and hosts family and community receptions and social/cultural events; presents Puente to the campus and to the community.

H. Puente Recruiter and Public Relations

In conjunction with the other Puente Team Members, the writing instructor is also a Puente recruiter and provides positive reinforcement of all Puente program activities and fosters an atmosphere of high standards for Puente Programs. Puente Mentoring Component Responsibilities: Recruit 50 mentors from PAC (25) and community (25) and work closely with Counselors to match Mentors/Mentees according to career interests and gender. Conduct Mentor Training and monitor students and mentors throughout the academic year. Work closely with Puente Counselors and English Professor. Advisor/Support Staff Role Assigned staff/advisor will: Assist in identifying and recruiting students through New Student Orientations and Group Advisement sessions. Will assist in hosting informational and orientation meetings for prospective Puente students Will assist in preparing students for the mentoring relationship and matching student-mentor relationships

With the Puente team co-coordinates all aspects of the program Assists team members with Fall and Spring activities Assists with Mentor Component Development and Community Outreach Assists with administrative and clerical duties such as developing brochures and contacting students and mentors Activities and Budget Same as the one below

2012 Summer Activities Action Steps Date Budget

Same as the one below

*Summer Stipend request to complete activities: $1,000 (based on previous DEP stipends).

Stipends for 4 Faculty and 1 Staff.

*Community Outreach includes, but not limited to: San Antonio Police Department, Southside Chamber, Toyota, Hispanic Bar Association, PAC Alumni, Mexican- American Physicians Association.

Part-time Staff identify Staff June/July $1,000 monthly

Initiate Puente Club order t-shirts June --

Community Outreach schedule presentations June --

Business Cards order cards/Mentoring Packets

June $50

Brochures/Fliers printing for fliers/brochures & mentor packets

June/July $500

2012 Fall Activities

*T-shirts, Noche de Familia and Celebracion budget to be covered by the Student Activities fee.

*Fall Stipend request to complete activities: $5,000 for 15-17 hours per week of planning and conducting evening programs.

*Spring Stipend request to complete activities: $5,000 for 15-17 per week of planning and conducting evening programs.

CTN Puente believes in a strong intervention Mentoring component that targets potential issues that may evolve into

Action Step

Date

Budget

Mentor Training train mentors at lunch/dinner Wed., September 19 (50)$500

Noche de Familia students/parents/mentors dinner Thurs., October 25 (170) $2,000

2013 Spring Activities Action Step Date Budget

Mentor Activity cultural activity Thursday, February 28 (100) $500

Celebracion Dinner students/parents/mentors Tuesday, May 14 (170) $2,000

Introduction to Mentoring Component Goals

lower expectations and discontinuance in the program. Therefore the CTN Mentor component seeks to help strengthen bonds with mentor-mentee relationships. The program does the following:

• Matches students with professionals in the community on the basis of personality, profession and gender.

• Helps students develop professional/networking skills. • Develops social and cultural capital—emphasizing the

value of “Giving back” to our community. • Recruitment of Puente Mentors who are professional and

educational volunteers who are trained and matched with students.

• Encourages students’ motivation to reach their educational and career goals.

• Provides student access to successful community role models.

• Fosters the development of professional networking skills. • Develops student social and cultural capital.

Sample Assignment: Mentor Meeting Conflicts

Goal: As part of the Mentor-mentee relationship, the Puente Program understands that open communication is important toward solidifying a successful program and a viable Puente Mentoring system. PURPOSE: To help mentors/students to…

• accept greater personal responsibility for the outcomes in their mentoring relationship with each other.

• identify various factors that influence the decision making process. • identify ways in which they can improve the effectiveness of their

relationship. • recognize that working interdependently can lead to more successful results.

SUPPLIES/SET UP • HANDOUT: The Missed Mentor Meeting (case study appended below) • Pens • Blackboard or flip chart • Chalk or markers DIRECTIONS

1. Have participants read “The Missed Mentor Meeting” aloud, taking turns reading paragraphs until the reading is complete. Say: “At the bottom of your handout is a list of the characters in this story. Rank them in the order of their responsibility for the missed meeting between Karla and her mentor. Give a different score to each character. One (1) is most responsible and five (5) is least responsible. Be prepared to explain your choices.” (5 minutes)

2. Place participants in small groups of 3-4 and say: “Compare the numbers you assigned to each character with those of your group members. Explain your rationale for your scores. Then come to a group consensus as to how each character should be ranked. You will be sharing your results with the other groups.” While the groups are working, write across the top of the board/flip chart a number representing each group (eg. Group 1, Group 2, Group 3, etc.). Down the left side of the board/flip chart, list the characters in the case study (eg. Karla, Lilia, Mario, etc.). (10 minutes)

3. Ask a spokesperson from each group to give the group’s ranking of the characters, recording each group’s response on the board. (5 minutes)

4. After all responses are recorded, note similarities and differences between each group’s choices. Say: “As we can see, no two groups ranked the characters in exactly the same way; therefore, I’d like to give each group the opportunity to explain its choices. Let’s begin by looking at the person you held most responsible for the missed meeting. Who would like to begin?” [Instructor’s Note: If all groups choose the same character as number one (most responsible), begin with the character they think is least responsible. There is often more diversity of opinion here.] (5 minutes).

5. Allow each group an opportunity to explain its position on a particular character in more detail and to rebut opposing views. As time allows, invite groups to explain their positions on other characters. (10–20 minutes)

6. Debrief the discussion by means of journal writing and/or group discussion, using the following questions: From this discussion, what did you learn or relearn about personal responsibility? What did you learn or relearn about the factors that can influence decision making? How can you use this information to improve your own effectiveness in the mentoring relationship? What is the life lesson here? (5–10 minutes)

Case Study: The Missed Mentor Meeting

At the Noche de Familia dinner, KARLA was nervous but excited to meet her mentor. When she was introduced to LILIA DIAZ, a business professional, Karla was so intimidated by this well-dressed, confident woman, she didn’t know what to say. However, Ms. Diaz was very friendly and encouraged Karla to share a little bit about herself.

At the end of the evening, Karla and Lilia exchanged phone numbers, and discussed where they would meet for their first “official” get-together. Lilia asked, “Why don’t you meet me at five o’clock next Wednesday at the Starbucks across the street from where I work downtown?”

Karla lived in Floresville, nowhere near downtown. Hesitantly, she explained, “I don’t have a car to get there.”

“I’m sure there is someone who can give you a ride. It’s okay if you’re a couple of minutes late; just be sure to call me.” She gave Karla her office number.

“Uh, okay,” Karla agreed.

The following Wednesday, Karla was eating lunch with her boyfriend MARIO in the PAC cafeteria. Mario had not been very supportive of her going to college and was especially frustrated with the extra time that Karla spent at Puente activities in the evenings and on weekends even though they only occurred once or twice a month. “Why do you have to go to school?” he always complained. “Aren’t I good enough for you? You think you’re gonna find someone better than me? I’m the one that’s been with you since high school. When you were having problems with your parents, who came and picked you up? Me, that’s who. Now you act like I’m not important, spendin’ all your time with your school friends.”

At that moment, Karla’s cell phone rang. It was Lilia. “Hi, Karla! I just wanted to make sure that we’re still on for tonight.”

“Yeah, sure,” said Karla, glancing nervously at Mario.

“Great! See you at Starbucks.”

Hanging up her phone, Karla wondered how she had forgotten about the meeting with her mentor. When she told Mario that they couldn’t hang out this evening

because she had an appointment with her new mentor and asked him to take her, he blew up.

“Yeah, right! You think I’m gonna help you out when you disrespect me like this? Find your own ride!” Mario cursed and stormed off.

Karla was torn between going after Mario to try to smooth things over and finding a way to get to her appointment with Lilia. Near tears, Karla called her friend CRISTINA, another Puente student, for help. Cristina said, “Don’t worry about Mario. You don’t need him. I’ll pick you up in front of the campus library at 4:30 .”

Karla was ready to go at 4:30 ; however, fifteen minutes passed before Cristina pulled into the parking lot. “Sorry. I had to pick up my brother at school and take him home. Now all I have to do is stop and get gas, and we will be on our way.” Karla glanced nervously at her watch. By the time they had pulled out of the gas station, it was 5:00 . Karla pulled her phone out of her purse and called the work number Lilia had given her.

SUSAN, the receptionist at Lilia’s workplace let the phone ring a couple of times before she picked it up. “Who’s calling at this time? Don’t they know we are closed?” she thought with frustration as she answered. Karla explained her situation, and Susan said that she would call Lilia and let her know that Karla was running late. Just as she hung up, though, Susan suddenly remembered that it was her turn to pick up the kids at daycare, and she rushed out the door.

At 5:15 , Lilia, sitting at Starbucks, checked her cell phone one more time for messages. There were none. Frustrated and even a little angry, she looked around one more time for Karla, picked up her briefcase, and left. At 5:30, Karla and Cristina pulled up to Starbucks.

* * *

Listed below are the characters in this story. Rank them in the order of their responsibility for the missed meeting between Karla and her mentor. Give a different score to each character. Be prepared to explain your choices.

Most responsible 1 2 3 4 5 Least responsible

____ Karla ____ Susan ____ Lilia Diaz

____ Cristina ____ Mario

Victoria Marron Lee College Mentor Coordinator P.O. Box 818 281-425-6501 vmarron@lee.edu August 26, 2014 Good afternoon, I wanted to share with you all and request your assistance with our PUENTE Mentoring Program here at Lee College. I can proudly state that we will be the 5th community college in Texas to have this nationally recognized program. The PUENTE Project helps to prepare educationally underserved students for college admission and success through its combination of accelerated instruction, intensive academic counseling and mentoring by members of the community. This project is based out of California and branching out to Texas, its second state in the U.S. to have Puente. For additional information please visit heir site at http://www.puente.net/. The criteria for students are as follows: (1) first year college student; (2) must be a student declaring a STEM major or General Studies; (3) must be seeking an Associate’s degree, preferably a Bachelor’s degree or higher; (4) 1st generation is a preference but, not mandatory; and (5) have an interest in Mexican American Studies (this is their Humanities credit course). We will have 2 cohorts totaling 30 students and I will need at least 25 dedicated adult mentors. The requirements are to attend an informational session September 22, 2014 from 6-7pm to be held here in the Student Center of the Lee College campus; commit to a minimum of 9 contact hours with the student for the duration of this school year; complete an application and be willing to make a difference in a young person’s life. I am available to schedule informational sessions at your place of business if there are more than 5 employees willing to attend. If you and/or your employees are unable to commit to 9 hours a semester but, are willing to be a part of our database as an on-call volunteer for speaking engagements we would greatly appreciate that as well. Please let me know if you have any additional comments or questions. Victoria Marron HSI STEM Grant Director & Puente Coordinator

Puente Mentor Recruitment Letter—Victoria Marron

Puente Peer Mentor-Mentee Assignment The purpose of this assignment is for you to experience not only the benefits of being a peer mentor and mentee, but also the challenges that come with each role. For the first 2 weeks, one of you will act as mentor, and one of you will act as mentee. You are required to meet with each other once in a 2 week period

Your meeting must take place off campus You must work out your meeting time/location over phone or

email ONLY ○ You cannot arrange the logistics of when you are going to

meet in class (or in person) After 2 weeks, reverse your roles and start over

******************

After you had the opportunity to be both a mentor and mentee, write about your experience (minimum one page, typed and double spaced): I. As a mentor:

1. Describe your role as a mentor. Was it a positive or negative experience?

2. Did you feel you spent enough time to connect with your mentee? 3. Did you find this role to be easy? 4. How was your connection with your mentee? 5. What were some challenges that you faced in bonding with your

mentee? 6. How do you think this exercise will help you in meeting your Puente

Mentor? II. As a mentee:

Sample Assignment: Peer-Mentor-Mentee

1. Describe your role as a mentee. Was it a positive or negative experience?

2. Did you feel you spent enough time to connect with your mentor? 3. Did you find this role to be easy? 4. How was your connection with your mentor? 5. What were some challenges that you faced in bonding with your

mentor? 6. How do you think this exercise will help you in meeting your Puente

Mentor?

Goal: In conjunction with the Mentor coordinator, students will write an essay in their Puente English course detailing the experience with their assigned mentor. Mentoring is part of the three components that make up Puente’s unique structure, and imbedded in the Puente curricula are exercises that highlight this experience.

Mentor Interview Paper: You will interview your mentor and write a 5-7 page typed paper focusing on one of the following:

1) A portrait of your mentor as a learner. This may include the challenges your mentor has had to face, goals your mentor has accomplished, regrets, if any, your mentor may have, and, most importantly, what is to be learned from your mentor’s experiences. Write about what your mentor values most about education and why. You may consider in what ways your values are similar to or different from your mentor’s.

2) A portrait of a mentor/mentee relationship. Your mentors may consider someone who has mentored them when they were younger. What influence did that mentor have on their development/maturation? Out of this portrait may come general observations of what makes for an effective mentor/mentee relationship?

Your paper must include at least one quote from the research excerpt provided in class. Initial Writing Part I: Free write (For both Mentor and Mentee) 10 Minutes Write about your educational experiences. Whatever comes to mind? Don’t worry about grammar, spelling, or even about making perfect sense. You are just writing to write—you are just putting thoughts onto the page. If you truly feel stuck, however, here are some possible areas of exploration:

1) Where you went to school? Why? 2) Positive or negative experiences in the classroom. 3) Challenges you have had to face in education. 4) Other than the classroom, where you discovered your love of learning. At

home, work, during travels, doing service work, etc?

Sample Assignment: Mentor Interview Essay

5) The mentors in your lives, and how they helped you to make transitions in your study habits, work habits, or ways of thinking. The ways in which they encouraged and challenged you.

6) How do you think other see you as a mentor?

Part II: Mentors Read/Mentees Listen 15 Minutes Mentor will share free write. Students will listen carefully. They will find two strong lines in their mentor’s work and share that with the mentor. They will also write down (on the back of this page) three questions which have been sparked by this free write. As the mentor shares, students should jot down notes. If there is any extra time, students may ask other questions about their mentor’s educational experiences. They can be questions unrelated to the free write. Part III: Mentees Read/Mentors Listen 10 Minutes Students will share free write. Mentors will listen carefully. They will find two strong lines and share that with their mentee. They will also write down three questions which have been sparked by this free write. Consider this an opportunity for conversation and for getting to know one another better. Part IV: Sharing 5-10 Minutes Share something that you have learned about your partner. It should be something that you admire or something that you hope to learn more about. Strong Lines: 1) 2)

August 4, 2014 Dear (Add name) Welcome to a very unique and growing familia in Texas – the Puente familia. I am glad you have accepted the role of Mentor Coordinator on your campus. The responsibility will be challenging at times, but well worth it! Speaking from experience, the mentor coordinator role is fun and rewarding. You will meet a lot of new and interesting people. Be prepared to make new friends and grow professionally. I never could have imagined the wonderful experiences of serving as mentor coordinator and am sure it will be the same for you. Although we may be miles apart, I’m just a phone call away from providing you with any further assistance with this special endeavor. My best wishes for a successful academic year! Your Puente Sister in SA, Diane Lerma

Sample Letter to New Mentor Coordinator—Diane Lerma

Prominent Americans Recall Their Mentors

Excerpted from The Person Who Changed My Life: Prominent Americans Recall Their Mentors. Matilda Raffa Cuomo, Editor.

Walter Cronkite: My Mentor, My Teacher “I went to San Jacinto High School in Houston, Texas, in the 1930s, and was fortunate to come in contact with a man who would inspire me to become a career print and broadcast journalist. Fred Birney was a pioneer in high school journalism. Very few high schools at that time even taught journalism, and many schools didn't have their own student newspaper.

“Fred talked the Houston Board of Education into allowing him to teach a journalism class once a week at three local high schools, one of which was San Jacinto. He was a newspaperman of the old school and taught us a great deal about reporting and writing. He also became a sponsor of the San Jacinto High School newspaper, the Campus Cub. Under his tutelage, we published it monthly, whereas it had previously been published in a casual manner, just three or four times a year. During my junior year, I was the sports editor of the Campus Cub and its chief editor in my senior year...

“He was well-connected with the three newspapers in Houston. During the summer of my junior year, he secured his interested students jobs as copy boys and girls with the Houston Post.

“We exchanged several letters until his death, shortly after my high school graduation. He taught me so much in those high school classes, and by securing me those early jobs, he cemented my desire to be a reporter for the rest of my life. He was my major inspiration. I always credit Fred Birney for my career.”

James Earl Jones: My Mentor, My Professor “I was raised by my grandparents, and I would say that my grandfather was, and still is, my hero. Outside of the family, my most influential role model was a high school English teacher, Donald Crouch. Professor Crouch was a former college teacher who had worked with Robert Frost, among others. He had retired to a farm near the small Michigan town where I lived, but when he discovered that there was a need for good teachers locally, he came to teach at my small agricultural high school.

Sample Reading Assignment: Who Mentored Whom?

“Growing up, I had a hard time speaking because I was a stutterer and felt self-conscious. Professor Crouch discovered that I wrote poetry, a secret I was not anxious to divulge, being a typical high school boy. After learning this, he questioned me about why, if I loved words so much, I couldn't say them out loud. One day I showed him a poem I had written, and he responded to it by saying that it was too good to be my own work, that I must have copied it from someone. To prove that I hadn't plagiarized it, he wanted me to recite the poem, by heart, in front of the entire class. I did as he asked, got through it without stuttering, and from then on I had to write more, and speak more. This had a tremendous effect on me, and my confidence grew as I learned to express myself comfortably out loud.

“On the last day of school we had our final class outside on the lawn, and Professor Crouch presented me with a gift--a copy of Ralph Waldo Emerson's Self-Reliance. This was invaluable to me because it summed up what he had taught me--self-reliance. His influence on me was so basic that it extended to all areas of my life. He is the reason I became an actor.”

Tim Russert: My Mentor, My Teacher “In the seventh grade at St. Bonaventure School in Buffalo, New York, Sister Mary Lucille, a Sister of Mercy, was both impressed and yet concerned by--shall we say--my excessive energy in class. She expressed that in her words, ‘We have to channel that energy, Timothy,’ because I was prone to mischief. One day she told me, ‘I'm going to start a school newspaper and you're going to be the editor. This means that you have to give out assignments, you have to edit the copy, you have to write your own articles, you have to go around and interview students, teachers, and administrative people, and publish the paper. You have to distribute it. You have to decide whether you're going to charge for it, or if you're going to have a fundraiser to underwrite the cost.’ It became this extraordinary project that I threw myself into and so did all my friends. It left us little time to get in trouble because we were so devoted to the paper. Then she said, ‘If you don't keep up your grades, we're not going to be able to do the second edition of the newspaper.’ That made us all committed to studying harder.

“On November 22, 1963, President Kennedy was assassinated. We did a special edition of the paper and sent a copy to the new president, President Johnson; to Mrs. Jacqueline Kennedy; and to Robert Kennedy, the attorney general. Some months later we received personal responses from all of them, which changed our lives. Here we were, only months ago with nothing and wondering whether or not school was worth our while--whether school could be fun, whether school was meaningful--and along came this young nun who created this entity called a school newspaper that

we became deeply involved in. We learned how to report, how to communicate, how to write; and then, on top of all that, people we watched on television, people who were so far removed from our ordinary lives, suddenly acknowledged not only our existence, but our work. From that day forward I was determined that I would have a career in journalism/public service.

“We continued our newspaper in eighth grade. I was going on to high school and Sister Lucille suggested I go to Canisius High School, the Jesuit school in Buffalo. I said, ‘Sister, its downtown, where all the rich kids go, sons of doctors and lawyers.’ My dad was a truck driver and left school in tenth grade to fight in World War II. Sister Lucille insisted that I take the entrance exam, which I did. I won a partial scholarship that helped with the tuition because we couldn't afford it.

“I know that if I had not had the intervention and support of Sister Lucille and Father Sturm, I would not be the moderator of Meet the Press.”

Martin Sheen: My Mentor, My Pastor “Father Al arrived at Holy Trinity for his first parish assignment when I was 14. He was an energetic young man with an innate wisdom who believed our personal relationships were reflective of our relationship to God. It was not long before he was having a noticeable effect on every family in the parish despite his lifelong struggle with shyness, which endeared him to us all the more. I served mass for him regularly, and he was my confessor.

“Even as a boy I dreamed of going to New York after high school to pursue an acting career, but my father was determined that I attend college. This became the most contentious issue between us for a number of years. Unfortunately, I was never a good student, and when I flunked out of high school in my senior year my father was disappointed and angry. Father Al advised me to go to summer school and graduate. He also suggested that to appease my father I agree to take the entrance exams to the University of Dayton. I did both.

“Unknown to anyone, I purposely failed the exam, scoring just 3 percent out of a possible 100. My father got the message, but still would not bless my dream. Perhaps he wanted to see some proof of my talent or determination. Father Al stepped forward again and, careful not to offend my father, he loaned me enough money, out of his own pocket, to get started, and soon I was on my way. Several months later, when I was settled in New York building a life for myself in the theater, my father very lovingly came around and became my biggest supporter.

“Over the years my relationship with Father Al matured and his friendship became invaluable. Although my journey took me far away and at times I became lost, he was always there like an anchor reminding me to continually ask those two key little questions: Who are you? Why are you here? As long as I can answer at least one of them, I always know where I'm going, and Father Al will always remain with me.”

APPENDIX