ABSTRACT
This chapter examines TSLC from students’ perspectives and explore several students’ pathways through the program to understand how ecological validation informed their experiences. It draws data from the PASS Project to chronicle how two students at each of the three campuses experienced their time in TSLC and their subsequent transition out of the program. The chapter highlights how ecological validation was used to serve a compositionally diverse group of at-promise students across three programs and campuses. Alberto’s sense of connection to his TSLC peers was enhanced by experiences in his TSLC classes. His communications instructor helped facilitate connections to his peers and enhanced his confidence in interacting with new people. Alberto received constructive feedback from the staff member. Attending to what he did well before shifting to areas of potential improvement affirmed that Alberto was capable of responding to difficult situations and had the skills to be a mentor.
