Affective Precursors to Academic Performance Panel Presentation

Diego Navarro, ACE Founder & Instructor at Cabrillo College Tue Rust, Math Instructor at Los Medanos College Sadie Reynolds, Sociology Instructor at Cabrillo College Rowena Tomaneng, Associate VP of Instruction at De Anza College
@myACEorg

/myACEorg

www.my-ace.org info@my-ace.org

Agenda 1. Introductions • What is ACE? 2. Affective/Non-cognitive Pedagogical Exercise 3. Evidence of Effectiveness 4. ACE Model Program Variations • Los Medanos College - Tue Rust • Cabrillo College - Sadie Reynolds • De Anza College - Rowena Tomaneng 5. Q&A

Agenda 1. Introductions • What is ACE? 2. Affective/Non-cognitive Pedagogical Exercise 3. Evidence of Effectiveness 4. ACE Model Program Variations • Los Medanos College - Tue Rust • Cabrillo College - Sadie Reynolds • De Anza College - Rowena Tomaneng 5. Q&A

What is ACE?
 ACE Integrates Affective Learning with Accelerated Academic Courses

4

What is ACE?
 ACE Integrates Affective Learning with Accelerated Academic Courses  ACE – helps students learn 21st century skills – develops their non-cognitive domain

5

What is ACE?
 ACE Integrates Affective Learning with Accelerated Academic Courses  ACE – helps students learn 21st century skills – develops their non-cognitive domain – draws on learners’ experiences and interests as a catalyst for learning – builds community among participants

6

What is ACE? (cont.)
 Draws on evidence showing:
– students are more likely to succeed if they have certain affective behaviors when they begin their higher education journey

7

What is ACE? (cont.)
 Draws on evidence showing:
– students are more likely to succeed if they have certain affective behaviors when they begin their higher education journey – how students experience the first three weeks of college enrollment can significantly impact their achievement

8

What is ACE? (cont.)
 Draws on evidence showing:
– students are more likely to succeed if they have certain affective behaviors when they begin their higher education journey – how students experience the first three weeks of college enrollment can significantly impact their achievement – that accomplishing 20 units in a student’s initial year at college can advance her/his likelihood for success in completing transfer-level English and math courses

9

What is ACE? (cont.)
 Draws on evidence showing:
– students are more likely to succeed if they have certain affective behaviors when they begin their higher education journey – how students experience the first three weeks of college enrollment can significantly impact their achievement – that accomplishing 20 units in a student’s initial year at college can advance her/his likelihood for success in completing transfer-level English and math courses – effectiveness of accelerating the movement of students with basic skills needs to transfer-level English and math coursework

10

ACE Program Variations
TABLE 1 ACE Program Variations Program Variations Target Student ACE Program Variation Coursework
Foundation Course ACE Team Self-Mgmt Other College Coursework Students attend regular college courses and programs.

Examples
Orient to professional skills, behavior, mindsets, and college culture: Nursing, Gen. Ed. requirements, Rad Tech, etc. Provide rich academic and community-building experience leveraging the student ’s exposure to social injustice. Medical Assisting, Green Jobs, Sustainable Construction, Agricultural Machinery, Respiratory Care, etc. Provide 24/7 peer-support in hyper-bonded community, through ACE affective curriculum Accelerated English and math, and Integrated Science using a project based course around which to integrate curriculum

Affective Orientatio n

College Prepared Students

• • • • • • • • •

Affective Summer n Bridge

Transitioi n g Students

Social Justic e Experientia l Course

Affective Support for CTE Affective Booster – Learning Community (LC) Accelerated Academic Learning

CTE Students

Career Technical Educatio n

LC Students Developmental Educatio n / STEM Students

Linked courses

Project-based course to integrate curriculum

11

ACE Program Variations
TABLE 1 ACE Program Variations Program Variations Target Student ACE Program Variation Coursework
Foundation Course ACE Team Self-Mgmt Other College Coursework Students attend regular college courses and programs.

Examples
Orient to professional skills, behavior, mindsets, and college culture: Nursing, Gen. Ed. requirements, Rad Tech, etc. Provide rich academic and community-building experience leveraging the student ’s exposure to social injustice. Medical Assisting, Green Jobs, Sustainable Construction, Agricultural Machinery, Respiratory Care, etc. Provide 24/7 peer-support in hyper-bonded community, through ACE affective curriculum Accelerated English and math, and Integrated Science using a project based course around which to integrate curriculum

Affective Orientatio n

College Prepared Students

• • • • • • • • •

Affective Summer n Bridge

Transitioi n g Students

Social Justic e Experientia l Course

Affective Support for CTE Affective Booster – Learning Community (LC) Accelerated Academic Learning

CTE Students

Career Technical Educatio n

LC Students Developmental Educatio n / STEM Students

Linked courses

Project-based course to integrate curriculum

12

ACE Program Variations
TABLE 1 ACE Program Variations Program Variations Target Student ACE Program Variation Coursework
Foundation Course ACE Team Self-Mgmt Other College Coursework Students attend regular college courses and programs.

Examples
Orient to professional skills, behavior, mindsets, and college culture: Nursing, Gen. Ed. requirements, Rad Tech, etc. Provide rich academic and community-building experience leveraging the student ’s exposure to social injustice. Medical Assisting, Green Jobs, Sustainable Construction, Agricultural Machinery, Respiratory Care, etc. Provide 24/7 peer-support in hyper-bonded community, through ACE affective curriculum Accelerated English and math, and Integrated Science using a project based course around which to integrate curriculum

Affective Orientatio n

College Prepared Students

• • • • • • • • •

Affective Summer n Bridge

Transitioi n g Students

Social Justic e Experientia l Course

Affective Support for CTE Affective Booster – Learning Community (LC) Accelerated Academic Learning

CTE Students

Career Technical Educatio n

LC Students Developmental Educatio n / STEM Students

Linked courses

Project-based course to integrate curriculum

13

ACE Program Variations
TABLE 1 ACE Program Variations Program Variations Target Student ACE Program Variation Coursework
Foundation Course ACE Team Self-Mgmt Other College Coursework Students attend regular college courses and programs.

Examples
Orient to professional skills, behavior, mindsets, and college culture: Nursing, Gen. Ed. requirements, Rad Tech, etc. Provide rich academic and community-building experience leveraging the student ’s exposure to social injustice. Medical Assisting, Green Jobs, Sustainable Construction, Agricultural Machinery, Respiratory Care, etc. Provide 24/7 peer-support in hyper-bonded community, through ACE affective curriculum Accelerated English and math, and Integrated Science using a project based course around which to integrate curriculum

Affective Orientatio n

College Prepared Students

• • • • • • • • •

Affective Summer n Bridge

Transitioi n g Students

Social Justic e Experientia l Course

Affective Support for CTE Affective Booster – Learning Community (LC) Accelerated Academic Learning

CTE Students

Career Technical Educatio n

LC Students Developmental Educatio n / STEM Students

Linked courses

Project-based course to integrate curriculum

14

ACE Program Variations
TABLE 1 ACE Program Variations Program Variations Target Student ACE Program Variation Coursework
Foundation Course ACE Team Self-Mgmt Other College Coursework Students attend regular college courses and programs.

Examples
Orient to professional skills, behavior, mindsets, and college culture: Nursing, Gen. Ed. requirements, Rad Tech, etc. Provide rich academic and community-building experience leveraging the student ’s exposure to social injustice. Medical Assisting, Green Jobs, Sustainable Construction, Agricultural Machinery, Respiratory Care, etc. Provide 24/7 peer-support in hyper-bonded community, through ACE affective curriculum Accelerated English and math, and Integrated Science using a project based course around which to integrate curriculum

Affective Orientatio n

College Prepared Students

• • • • • • • • •

Affective Summer n Bridge

Transitioi n g Students

Social Justic e Experientia l Course

Affective Support for CTE Affective Booster – Learning Community (LC) Accelerated Academic Learning

CTE Students

Career Technical Educatio n

LC Students Developmental Educatio n / STEM Students

Linked courses

Project-based course to integrate curriculum

15

ACE Program Variations
TABLE 1 ACE Program Variations Program Variations Target Student ACE Program Variation Coursework
Foundation Course ACE Team Self-Mgmt Other College Coursework Students attend regular college courses and programs.

Examples
Orient to professional skills, behavior, mindsets, and college culture: Nursing, Gen. Ed. requirements, Rad Tech, etc. Provide rich academic and community-building experience leveraging the student ’s exposure to social injustice. Medical Assisting, Green Jobs, Sustainable Construction, Agricultural Machinery, Respiratory Care, etc. Provide 24/7 peer-support in hyper-bonded community, through ACE affective curriculum Accelerated English and math, and Integrated Science using a project based course around which to integrate curriculum

Affective Orientatio n

College Prepared Students

• • • • • • • • •

Affective Summer n Bridge

Transitioi n g Students

Social Justic e Experientia l Course

Affective Support for CTE Affective Booster – Learning Community (LC) Accelerated Academic Learning

CTE Students

Career Technical Educatio n

LC Students Developmental Educatio n / STEM Students

Linked courses

Project-based course to integrate curriculum

16

Agenda 1. Introductions • What is ACE? 2. Affective/Non-cognitive Pedagogical Exercise 3. Evidence of Effectiveness 4. ACE Model Program Variations • Los Medanos College - Tue Rust • Cabrillo College - Sadie Reynolds • De Anza College - Rowena Tomaneng 5. Q&A

Bio-reaction

Stimulus

© Conversant Solutions, LLC 2002 Clipart by Geo Images - http://clipartof.com/112680 http://www.123rf.com/photo_7930616

Bio-reaction

Stimulus
Amygdala Senses Threat

© Conversant Solutions, LLC 2002 Clipart by Geo Images - http://clipartof.com/112680 http://www.123rf.com/photo_7930616

19

Bio-reaction

Stimulus
Amygdala Senses Threat

Bio-reactive
RESPONSE!

© Conversant Solutions, LLC 2002 Clipart by Geo Images - http://clipartof.com/112680 http://www.123rf.com/photo_7930616

20

Bio-reaction

Fight

Stimulus
Amygdala Senses Threat

Bio-reactive
RESPONSE!

© Conversant Solutions, LLC 2002 Clipart by Geo Images - http://clipartof.com/112680 http://www.123rf.com/photo_7930616

21

Bio-reaction

Fight

Stimulus
Amygdala Senses Threat

Bio-reactive
RESPONSE!

Flight

© Conversant Solutions, LLC 2002 Clipart by Geo Images - http://clipartof.com/112680 http://www.123rf.com/photo_7930616

22

Bio-reaction

Fight

Stimulus
Amygdala Senses Threat

Bio-reactive
RESPONSE!

Flight

Freeze

© Conversant Solutions, LLC 2002 Clipart by Geo Images - http://clipartof.com/112680 http://www.123rf.com/photo_7930616

23

Bio-reaction

Fight

Stimulus
Amygdala Senses Threat

Bio-reactive
RESPONSE!

Flight

Freeze

© Conversant Solutions, LLC 2002 Clipart by Geo Images - http://clipartof.com/112680 http://www.123rf.com/photo_7930616

Appease

24

Your Experience of Bio-reaction
 Have you ever had a bio-reaction?

25

Your Experience of Bio-reaction
 Have you ever had a bio-reaction?  Have you had a bio-reaction in the last 24 hours?

26

Your Experience of Bio-reaction
 Have you ever had a bio-reaction?  Have you had a bio-reaction in the last 24 hours?  Why is it important to be aware of your bio-reactions?

27

Your Experience of Bio-reaction
 Have you ever had a bio-reaction?  Have you had a bio-reaction in the last 24 hours?  Why is it important to be aware of your bio-reactions? – Any examples?

28

Fear & Valuable Communication

Stimulus

© Conversant Solutions, LLC 2002

Fear & Valuable Communication

Stimulus

Amygdala Registers Threat
© Conversant Solutions, LLC 2002

Fear & Valuable Communication

Stimulus

Amygdala Registers Threat
© Conversant Solutions, LLC 2002

Bioreactive Response (Fight, Flee, Freeze, Appease)

Fear & Valuable Communication

Stimulus

Aware? Bioreactive Response (Fight, Flee, Freeze, Appease)

Amygdala Registers Threat
© Conversant Solutions, LLC 2002

Fear & Valuable Communication

Stimulus

Aware? Bioreactive Response (Fight, Flee, Freeze, Appease)

No

Amygdala Registers Threat
© Conversant Solutions, LLC 2002

Automatic Response

Fear & Valuable Communication

Stimulus
Yes

Aware? Bioreactive Response (Fight, Flee, Freeze, Appease)

Choice

No

Amygdala Registers Threat
© Conversant Solutions, LLC 2002

Automatic Response

Fear & Valuable Communication

Stimulus
Yes

Aware? Bioreactive Response (Fight, Flee, Freeze, Appease)

Choice

No

Justified Bioreaction

Amygdala Registers Threat
© Conversant Solutions, LLC 2002

Fearful Explanation

Automatic Response

Fear & Valuable Communication

Stimulus
Yes Purpose

Valuable Discussion

Aware? Bioreactive Response (Fight, Flee, Freeze, Appease)

Choice

No

Justified Bioreaction

Amygdala Registers Threat
© Conversant Solutions, LLC 2002

Fearful Explanation

Automatic Response
36

Bio-reaction - Reflection
 What did you learn from this exercise?

37

Bio-reaction - Reflection
 What did you learn from this exercise?  What surprised you?

38

Bio-reaction - Reflection
 What did you learn from this exercise?  What surprised you?  Be aware for the rest of the day of your bio-reactions.

39

Agenda 1. Introductions • What is ACE? 2. Affective/Non-cognitive Pedagogical Exercise 3. Evidence of Effectiveness 4. ACE Model Program Variations • Los Medanos College - Tue Rust • Cabrillo College - Sadie Reynolds • De Anza College - Rowena Tomaneng 5. Q&A

Finding 1: Initial Academic Outcomes Are Replicable at Multiple Colleges, Some Serving Hundreds of Students

4 College Longitudinal Study of 658 Students

Demographics

ACE students from Cabrillo College, Hartnell College, Berkeley City College and Los Medanos College*
Fall 2010, Spring 2011, Fall 2011

N African American Latino Males 1 level below college-level in English 2 or more below college-level in English 2 or more levels below college-level in Math* Mean Age Completed GED 12.9% 58.7% 59.6% 40.4% 49.7% 85.9% 24 13.4 % 10.9 %

658 108 493 533 275 338 *from LMC only 55 (n=74) 115 94
42

Evaluation of the Academy for College Excellence: Report on Implementation and Student Outcomes MPR Associates January 2013

No HS Diploma

4 College Longitudinal Study of 658 Students

Demographics

ACE students from Cabrillo College, Hartnell College, Berkeley City College and Los Medanos College*
Fall 2010, Spring 2011, Fall 2011

N African American Latino Males 1 level below college-level in English 2 or more below college-level in English 2 or more levels below college-level in Math* Mean Age Completed GED 12.9% 58.7% 59.6% 40.4% 49.7% 85.9% 24 13.4 % 10.9 %

658 108 493 533 275 338 *from LMC only 55 (n=74) 115 94
43

Evaluation of the Academy for College Excellence: Report on Implementation and Student Outcomes MPR Associates January 2013

No HS Diploma

4 College Longitudinal Study of 658 Students

Demographics

ACE students from Cabrillo College, Hartnell College, Berkeley City College and Los Medanos College*
Fall 2010, Spring 2011, Fall 2011

N African American Latino Males 1 level below college-level in English 2 or more below college-level in English 2 or more levels below college-level in Math* Mean Age Completed GED 12.9% 58.7% 59.6% 40.4% 49.7% 85.9% 24 13.4 % 10.9 %

658 108 493 533 275 338 *from LMC only 55 (n=74) 115 94
44

Evaluation of the Academy for College Excellence: Report on Implementation and Student Outcomes MPR Associates January 2013

No HS Diploma

4 College Longitudinal Study of 658 Students

Demographics

ACE students from Cabrillo College, Hartnell College, Berkeley City College and Los Medanos College*
Fall 2010, Spring 2011, Fall 2011

N African American Latino Males 1 level below college-level in English 2 or more below college-level in English 2 or more levels below college-level in Math* Mean Age Completed GED 12.9% 58.7% 59.6% 40.4% 49.7% 85.9% 24 13.4 % 10.9 %

658 108 493 533 275 338 *from LMC only 55 (n=74) 115 94
45

Evaluation of the Academy for College Excellence: Report on Implementation and Student Outcomes MPR Associates January 2013

No HS Diploma

4 College Longitudinal Study of 658 Students

Demographics

ACE students from Cabrillo College, Hartnell College, Berkeley City College and Los Medanos College*
Fall 2010, Spring 2011, Fall 2011

N African American Latino Males 1 level below college-level in English 2 or more below college-level in English 2 or more levels below college-level in Math* Mean Age Completed GED 12.9% 58.7% 59.6% 40.4% 49.7% 85.9% 24 13.4 % 10.9 %

658 108 493 533 275 338 *from LMC only 55 (n=74) 115 94
46

Evaluation of the Academy for College Excellence: Report on Implementation and Student Outcomes MPR Associates January 2013

No HS Diploma

Transfer-Level English Completion

4 College Longitudinal Study of 658 Students

Source: MPR Associates January 2013

*statistical significance <.01 twotailed test

**Δx% = [(ACE-Control)x100]/Control

Transfer-Level English Completion

4 College Longitudinal Study of 658 Students

Source: MPR Associates January 2013

*statistical significance <.01 twotailed test

**Δx% = [(ACE-Control)x100]/Control

2013 ACE Longitudinal Study – Los Medanos College

Source: MPR Associates January 2013

*statistical significance <.01 twotailed test

**Δx% = [(ACE-Control)x100]/Control

2013 ACE Longitudinal Study – Los Medanos College

Source: MPR Associates January 2013

*statistical significance <.01 twotailed test

**Δx% = [(ACE-Control)x100]/Control

Finding 1: Initial Academic Outcomes Are Replicable at Multiple Colleges, Some Serving Hundreds of Students

 MPR study’s findings indicate that the ACE Program’s academic outcomes are replicable at colleges adopting the ACE model, and

Finding 1: Initial Academic Outcomes Are Replicable at Multiple Colleges, Some Serving Hundreds of Students

 MPR study’s findings indicate that the ACE Program’s academic outcomes are replicable at colleges adopting the ACE model, and  The ACE accelerated math approach shows strong results when integrated with the ACE social justice primary research course.

Finding 1: Initial Academic Outcomes Are Replicable at Multiple Colleges, Some Serving Hundreds of Students

 MPR study’s findings indicate that the ACE Program’s academic outcomes are replicable at colleges adopting the ACE model, and  The ACE accelerated math approach shows strong results when integrated with the ACE social justice primary research course.  ACE students experience a high velocity of advancement through transfer-level English and transfer-level math after attending the ACE program.

Finding 1: Initial Academic Outcomes Are Replicable at Multiple Colleges, Some Serving Hundreds of Students

 MPR study’s findings indicate that the ACE Program’s academic outcomes are replicable at colleges adopting the ACE model, and  The ACE accelerated math approach shows strong results when integrated with the ACE social justice primary research course.  ACE students experience a high velocity of advancement through transfer-level English and transfer-level math after attending the ACE program. – ACE does not provide any support following the ACE program,

Finding 1: Initial Academic Outcomes Are Replicable at Multiple Colleges, Some Serving Hundreds of Students

 MPR study’s findings indicate that the ACE Program’s academic outcomes are replicable at colleges adopting the ACE model, and  The ACE accelerated math approach shows strong results when integrated with the ACE social justice primary research course.  ACE students experience a high velocity of advancement through transfer-level English and transfer-level math after attending the ACE program. – ACE does not provide any support following the ACE program, – The students utilize the supports available to all students at the community college.

Finding 2: Combining Non-Cognitive Learning and Accelerated English and Math Improves Students’ Academic Outcomes

Measuring Non-Cognitive Change in Students – 3 time points

Foundation Course
2-Week Intensive
Affective Orientation

STUDENT COHORT

ACE Team-Self Management Course

College courses and programs

First Measurement

57

Measuring Non-Cognitive Change in Students – 3 time points

Foundation Course
2-Week Intensive
Affective Orientation

STUDENT COHORT

ACE Team-Self Management Course

College courses and programs

First Measurement

Second Measurement After Two Weeks

58

Measuring Non-Cognitive Change in Students – 3 time points

Foundation Course
2-Week Intensive
Affective Orientation

STUDENT COHORT

ACE Team-Self Management Course

College courses and programs

First Measurement

Second Measurement After Two Weeks

Third Measurement Four Months Later

59

ACE’s Non-Cognitive Effect on Students
7 College Study of 535 Students

• • •

Notes: ***p < .001; **p < .01; *p < .05; statistical significance is based on comparison with Time 1 scores. The Y-axis represents the mean (average) score for each factor. Survey responses were based on a five-point scale, from “strongly disagree to strongly agree” for the non-mindfulness items and from “never or very rarely true” to “always or almost always” true for the mindfulness items. Each factor consisted of different numbers of items. Individual scores on each item in a factor were added together and divided by the number of items to arrive at a standardized scale of 1 to 5 points for each factor, regardless of the number of items included.

60

Finding 2: Combining Non-Cognitive Learning and Accelerated English and Math Improves Students’ Academic Outcomes

 ACE students who completed the ACE program exhibited significant gains in 8 mediating factors,

Finding 2: Combining Non-Cognitive Learning and Accelerated English and Math Improves Students’ Academic Outcomes

 ACE students who completed the ACE program exhibited significant gains in 8 mediating factors, - reporting a statistically significant improvement at a p<.001 level in seven of the eight non-cognitive factors measured after the 2 week Foundation Course (FC).

Finding 2: Combining Non-Cognitive Learning and Accelerated English and Math Improves Students’ Academic Outcomes

 ACE students who completed the ACE program exhibited significant gains in 8 mediating factors, - reporting a statistically significant improvement at a p<.001 level in seven of the eight non-cognitive factors measured after the 2 week Foundation Course (FC).  The FC takes place during the initial two weeks of the term and focuses primarily upon developing positive noncognitive behaviors among students.

Finding 2: Combining Non-Cognitive Learning and Accelerated English and Math Improves Students’ Academic Outcomes

 ACE students who completed the ACE program exhibited significant gains in 8 mediating factors, - reporting a statistically significant improvement at a p<.001 level in seven of the eight non-cognitive factors measured after the 2 week Foundation Course (FC).  The FC takes place during the initial two weeks of the term and focuses primarily upon developing positive noncognitive behaviors among students.  Four months later at the end of the semester 6 of the 8 non-cognitive factors maintain at the same level or improves

Agenda 1. Introductions • What is ACE? 2. Affective/Non-cognitive Pedagogical Exercise 3. Evidence of Effectiveness 4. ACE Model Program Variations • Los Medanos College - Tue Rust • Cabrillo College - Sadie Reynolds • De Anza College - Rowena Tomaneng 5. Q&A

ACE Program Variations
TABLE 1 ACE Program Variations Program Variations Target Student ACE Program Variation Coursework
Foundation Course ACE Team Self-Mgmt Other College Coursework Students attend regular college courses and programs.

Examples
Orient to professional skills, behavior, mindsets, and college culture: Nursing, Gen. Ed. requirements, Rad Tech, etc. Provide rich academic and community-building experience leveraging the student ’s exposure to social injustice. Medical Assisting, Green Jobs, Sustainable Construction, Agricultural Machinery, Respiratory Care, etc. Provide 24/7 peer-support in hyper-bonded community, through ACE affective curriculum Accelerated English and math, and Integrated Science using a project based course around which to integrate curriculum

Affective Orientatio n

College Prepared Students

• • • • • • • • •

Affective Summer n Bridge

Transitioi n g Students

Social Justic e Experientia l Course

Affective Support for CTE Affective Booster – Learning Community (LC) Accelerated Academic Learning

CTE Students

Career Technical Educatio n

LC Students Developmental Educatio n / STEM Students

Linked courses

Project-based course to integrate curriculum

66

Program Variation – Los Medanos College

ACE Program Variations
TABLE 1 ACE Program Variations Program Variations Target Student ACE Program Variation Coursework
Foundation Course ACE Team Self-Mgmt Other College Coursework Students attend regular college courses and programs.

Examples
Orient to professional skills, behavior, mindsets, and college culture: Nursing, Gen. Ed. requirements, Rad Tech, etc. Provide rich academic and community-building experience leveraging the student ’s exposure to social injustice. Medical Assisting, Green Jobs, Sustainable Construction, Agricultural Machinery, Respiratory Care, etc. Provide 24/7 peer-support in hyper-bonded community, through ACE affective curriculum Accelerated English and math, and Integrated Science using a project based course around which to integrate curriculum

Affective Orientatio n

College Prepared Students

• • • • • • • • •

Affective Summer n Bridge

Transitioi n g Students

Social Justic e Experientia l Course

Affective Support for CTE Affective Booster – Learning Community (LC) Accelerated Academic Learning

CTE Students

Career Technical Educatio n

LC Students Developmental Educatio n / STEM Students

Linked courses

Project-based course to integrate curriculum

68

Child Development ACE Cohort Model

English
STUDENT COHORT

ACE
Behavior System
ACE Faculty Cohort
Meets Weekly

Foundation Course
2-Week Intensive

Child Dev
ACE Team SelfManagement

Child Dev

Learning Community
of 2 or 3 Linked Courses

Child Development ACE Cohort Model

ACE Business Certificate Cohort Integrated Courses
• Intensive • Accelerated • Transformative

The ACE Bridge Semester
Team Self ACE Team SelfManagement Management

Computer Keyboarding Skills

PROJECTPROJECTPROJECT-BASED BASED

Foundation Course
Two-Week Intensive

STUDENT COHORT
MS Office
Movement

Social Social Justice Entrepreneurship Research Course

Business Career English Planning

Math Business

Math Business English Communications

1.5 Credits……..……… 11.5 Credits

Behavior Behavior System System
16 weeks full-time attendance
71

Program Variation – Cabrillo College

ACE Program Variations
TABLE 1 ACE Program Variations Program Variations Target Student ACE Program Variation Coursework
Foundation Course ACE Team Self-Mgmt Other College Coursework Students attend regular college courses and programs.

Examples
Orient to professional skills, behavior, mindsets, and college culture: Nursing, Gen. Ed. requirements, Rad Tech, etc. Provide rich academic and community-building experience leveraging the student ’s exposure to social injustice. Medical Assisting, Green Jobs, Sustainable Construction, Agricultural Machinery, Respiratory Care, etc. Provide 24/7 peer-support in hyper-bonded community, through ACE affective curriculum Accelerated English and math, and Integrated Science using a project based course around which to integrate curriculum

Affective Orientatio n

College Prepared Students

• • • • • • • • •

Affective Summer n Bridge

Transitioi n g Students

Social Justic e Experientia l Course

Affective Support for CTE Affective Booster – Learning Community (LC) Accelerated Academic Learning

CTE Students

Career Technical Educatio n

LC Students Developmental Educatio n / STEM Students

Linked courses

Project-based course to integrate curriculum

73

Reflections on Affective Change in ACE Students at Cabrillo College

The Foundation Course: Creating a Learning Community
ACE Behavior System

Learning Community • Internal Transformation

Curriculum

Bonding

The Bridge Semester: from Internal to External Transformation
ACE PeerSupport & NonCognitive Approach

Learning Communit y

Projectbased Learning

Deepening Internal Transformation • Strengthening the Learning Community • External Transformation

Affective Change in ACE Students: from Internal to External Transformation
Cabrillo College Student Solidarity Club
Mark (VP), Sandra (VP), Chris (ICC Rep), Haley (Communications), Nate (Treasurer), Gretchen (Grants/scholarships), Sophia (member)

AB 955
Charlotte Achen President, Cabrillo Alpha Gamma Sigma Society President, Cabrillo Student Senate Awards—too numerous to list here…
Assembly Bill 955 is sitting on Governor Brown’s desk NOW—awaiting him to sign it into law or VETO it

ANY DAY. AB955 would allow six overcrowded Community Colleges to Quadruple Tuition Fees for
high enrollment classes (from $138/unit to $600/unit). If successful this program could spread like wildfire to community colleges across the state—deepening already glaring educational inequalities and instituting a two tiered system in our state. In 2012 CA voters passed Prop 30 to fund education. Let’s hold our legislature accountable. Don’t allow our government to defund CA Community Colleges and

send poor students to the back of the bus!

Call or email Governor Brown NOW and ask him to VETO AB955
PHONE: (916)445-2841 EMAIL: http://govnews.ca.gov/gov39mail/mail.php

Affective Change in ACE Students:

Robbie DeMarco, Learning Communities Intern

 Before I started ACE, I had no direction or meaning in my life. I just had been released from jail for a drug related crime. In the past I had thought of going to college, but the thought of taking college level English and math classes was unimaginable to me at the time. A friend told me about ACE, and that it prepares students for college level classes. I signed up and it positively changed my life forever. The Foundation Course was amazing. The activities really helped me become aware of my thoughts and actions and improve my communications skills. The ACE courses were vital in helping me acquire skills in essay writing and computers while also building confidence.

GPA: 3.71

Affective Change in ACE Students:

Robbie DeMarco, Learning Communities Intern (cont.)  My Social Justice course was great too. My group did a research project on the economic downturn and from that class I acquired a deep passion for social justice. I started at low levels in math and English and have since worked all the way to the top, completing English 2 and Statistics recently. I am completing an AS Degree in Human Services and next fall I will be transferring to UCSC for a BA in Sociology. My essay “Altruism over Racism” received first place in Cabrillo College’s Martin Luther King Jr. Writing Award and another research essay received Honorable Mention in English 1A’s Writing Award. If it was not for the motivation and inspiration I received from my first semester with ACE, I honestly would not have accomplished this academic success. ACE revived me. It revived my heart.

Program Variation – De Anza College

ACE Program Variations
TABLE 1 ACE Program Variations Program Variations Target Student ACE Program Variation Coursework
Foundation Course ACE Team Self-Mgmt Other College Coursework Students attend regular college courses and programs.

Examples
Orient to professional skills, behavior, mindsets, and college culture: Nursing, Gen. Ed. requirements, Rad Tech, etc. Provide rich academic and community-building experience leveraging the student ’s exposure to social injustice. Medical Assisting, Green Jobs, Sustainable Construction, Agricultural Machinery, Respiratory Care, etc. Provide 24/7 peer-support in hyper-bonded community, through ACE affective curriculum Accelerated English and math, and Integrated Science using a project based course around which to integrate curriculum

Affective Orientatio n

College Prepared Students

• • • • • • • • •

Affective Summer n Bridge

Transitioi n g Students

Social Justic e Experientia l Course

Affective Support for CTE Affective Booster – Learning Community (LC) Accelerated Academic Learning

CTE Students

Career Technical Educatio n

LC Students Developmental Educatio n / STEM Students

Linked courses

Project-based course to integrate curriculum

79

Program Variation – De Anza College

Why “the ACE model” for De Anza?
• Cost-effective, scalable, proven impact on student success, retention, and persistence • Data includes non-cognitive mediating factors correlating to student completion

• Curriculum supports faculty from experiencing burn out from intensity of teaching in cohort programs
• Curriculum puts into practice a pedagogy of hope, developing self-awareness and self-efficacy that lead teachers and students to social action

De Anza Preliminary Findings
Faculty Experiential Learning Institute (FELI)
• 60 DA Faculty, Support Staff have participated in FELI

Foundations of Leadership Summer Institute
• • • 20 students registered and 20 students completed the course Demographic of participants: African Ancestry, AAPI, Latina/o, multiracial From one of our students:
First time EVER taking a class that NOBODY DROPPED after the first day or two… First time seeing everyone show up EVERYDAY to class and many were taking the bus... Before taking this class, I thought that wisdom/knowledge could only come from outside of school. This class changed my mind.


Initial 6 FELI participants are undergoing “master mentor” training
From our faculty and staff: The FELI made me understand on a very deep and personal level why experiential and affective learning needs to be integrated into our programs I think it’s great to look at ourselves, our curriculum, our pedagogy and figure out how we can be more better teachers for our students, whatever better means.

Agenda 1. Introductions • What is ACE? 2. Affective/Non-cognitive Pedagogical Exercise 3. Evidence of Effectiveness 4. ACE Model Program Variations • Los Medanos College - Tue Rust • Cabrillo College - Sadie Reynolds • De Anza College - Rowena Tomaneng 5. Q&A

Q&A

ACE One-day Introductory Workshop
Start your path to become an expert at teaching to the affective domain by attending a ACE One-day Introductory Workshop

Community Room, L-109

85

ACE One-day Introductory Workshop
Start your path to become an expert at teaching to the affective domain by attending a ACE One-day Introductory Workshop

What is the ACE One-day Introductory Workshop?
 Designed to introduce college staff and administrators to ACE, participants will gain an overall understanding of ACE’s approach to education through experiential learning.  This workshop’s focus is on the non-cognitive/affective domain and various ACE models.  Participants will leave with the ability to replicate ACE activities in their own classrooms. Through a facilitated “next steps” exercise, teams will gain insight on how ACE may be introduced to their college.

86

ACE One-day Introductory Workshop
Start your path to become an expert at teaching to the affective domain by attending a ACE One-day Introductory Workshop

What is the ACE One-day Introductory Workshop?
 Designed to introduce college staff and administrators to ACE, participants will gain an overall understanding of ACE’s approach to education through experiential learning.  This workshop’s focus is on the non-cognitive/affective domain and various ACE models.  Participants will leave with the ability to replicate ACE activities in their own classrooms. Through a facilitated “next steps” exercise, teams will gain insight on how ACE may be introduced to their college.

 Date and Time: Friday November 22nd, 2013, 9am - 4pm PST  Location: Los Medanos College, Pittsburg, CA – Library Community Room, L-109

87

Upcoming 2014 ACE Five-day Experiential Learning Institutes

ACE FELI  Santa Cruz – Cabrillo College
 Jan 6-10, 2014  June 2-6, 2014

For information or to register go to: www.my-ace.org You may also email us at: info@my-ace.org
88

Thank you
• Next Steps – Please fill-out interest form

Email us at info@my-ace.org www.my-ace.org

89