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4/7/11
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Underprepared Students, Underprepared Ins3tu3ons: Transforma3on 360º
www.my-‐ace.org diego@my-‐ace.org
Diego Navarro Founding Director & Instructor Academy for College Excellence (ACE)
WASC-‐Sr 2011 Academic Resource Conference
Underprepared Students & Ins3tu3ons
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QUESTIONS TO EXPLORE TODAY
What is the Academy for College Excellence (ACE)?
What are the needs of underprepared student?
What approaches work with these students?
What do colleges need to do to address these students?
Context Underprepared students and Ins3tu3ons
4/7/11
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Underprepared Students & Ins3tu3ons
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QUESTIONS TO EXPLORE TODAY
What is the Academy for College Excellence (ACE)?
What are the needs of underprepared student?
What approaches work with these students?
What do colleges need to do to address these students?
Context Underprepared students and Ins@tu@ons
Underprepared Students & Ins3tu3ons
4
QUESTIONS TO EXPLORE TODAY
What is the Academy for College Excellence (ACE)?
What are the needs of underprepared student?
What approaches work with these students?
What do colleges need to do to address these students?
Context Underprepared students and Ins3tu3ons
4/7/11
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What is the Academy for College Excellence?
PROJECT-‐BASED
Social Jus@ce Research Course
Movement
Computer Skills
English
Math
Career Planning
What is the ACE Model for Students?
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STUDENT COHORT Founda@on
Course Two Week Intensive
Integrated Courses • Intensive • Accelerated • Transforma3ve
Bridge Semester 12-‐16 weeks
Behavior System
PROJECT-‐BASED
Social Jus@ce Research Course
Team Self Management
PROJECT-‐BASED
Social Jus@ce Research Course
Movement
Computer Skills
English
Math
Career Planning
Team Self Management
Behavior System
13.5 CREDITS
3 CREDITS
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What is the Academy for College Excellence?
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PROVEN SUCCESS IN DEVELOPMENTAL EDUCATION
Source: Jenkins, Davis, Zeidenberg, Ma]hew, and Wachen, John, “Educa3onal Outcomes of Cabrillo College’s Digital Bridge Academy: Findings from a Mul3variate Analysis,” Community College Research Center, Teacher’s College, Columbia University, 2009.
Cabrillo College Comparison Group
ACE Cohort Students
Underprepared Students & Ins3tu3ons
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QUESTIONS TO EXPLORE TODAY
What is the Academy for College Excellence (ACE)?
What are the needs of underprepared student?
What approaches work with these students?
What do colleges need to do to address these students?
Context Underprepared students and Ins3tu3ons
4/7/11
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Personal Life How to create countervailing force
to anchor students to college against their complex lives which pull them away
Academic Life
Poverty
Parental stress about $$
Unsafe Neighborhoods, Violence, Gangs, Guns,
Trauma, Domes3c Abuse
Substance Abuse, Addic3ons
Homelessness; Hunger
Death; Illness in family
Experienced Industrial Educa3on Model, Underperforming Schools
School does not ins3ll 21st century professional skills
Lack of “dorm life” and peer or alumni support
Courses lack relevancy or classes are not interes3ng
First in family to a]end college
No role models or cultural understanding of Higher Ed
Student Risk Factors Issues of life experience and circumstances
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“Probably wrong and definitely incomplete”
Getting to Know Who You Are
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Recuperative Strategies
Meeting One’s Dreams
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Rela@onship to SELF Rela@onship to OTHERS
Nega3ve experiences of school
Live in survival mode; fear and insecurity; Need to be super-‐vigilant and “watch their backs”
Lack self-‐awareness
Lack self-‐agency, self-‐regula3on, and the ability to delay gra3fica3on
Don’t see themselves as college students; Lack effec3ve habits for college success
Experiencing life as unfair and unjust
Bound to cultural pa]erns and expecta3ons
Students have complex lives
Lack of career awareness
Lack long-‐term goals
Student needs to work and contribute to family
Feel hopeless, trapped
Lack self-‐leadership skills to work effec3vely with others
Do not understand how to design effec3ve teams
Do not understand the condi3ons that create self-‐management in teams
Lack collabora3ve communica3on skills; Do not see the styles and strengths of teammates
Not handling their own bio-‐reac3on with others; Inappropriate behaviors; PTSD
Lack the tools and skills in leading/par3cipa3ng in ac3on
Unable to sense when others are not on board
Student Vulnerabili3es Issues that block or deter students from ligh3ng the fire within
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“Probably wrong and definitely incomplete”
Underprepared Students & Ins3tu3ons
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QUESTIONS TO EXPLORE TODAY
What is the Academy for College Excellence (ACE)?
What are the needs of underprepared student?
What approaches work with these students?
What do colleges need to do to address these students?
Context Underprepared students and Ins3tu3ons
4/7/11
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Intensity of Student Support R&D Solu3ons for Students
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Low
Med
High
Intensity
Types of Student Support
College provides usual services
ACE MODEL 24/7 Curriculum-‐based Peer Network Support
Current Dev Ed model of outside-‐class support services
Studen
t’s Magn
itude of
Risks a
nd Vul
nerabil
i3es
Intensity of Student Support Student Support Cost Comparison
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College provides usual services
COST OF DELIVER
Y
24/7 Curriculum-‐based Peer Network Support
Current Dev Ed model of outside-‐class support services
Low
Med
High
INTENSITY OF STUDENT SUPPORT
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17 © FSG Social Impact Advisors ACE1_Slide Library_090910
A College’s Total Incremental Program Cost per Cohort and per Student Drops Significantly After the First Couple of Years
(Analysis performed by FSG Social Impact Advisors)
Year 6
Year 5
Year 8
Year 10
$0
$7,000
Year 9
$6,000 $5,000 $4,000 $3,000
$25,000
$2,000 $1,000
Year 4
Year 7
Year 3
Year 2
$24,375
Year 1
Average Cost per student Average Cost per cohort
Growth Maturity
Total Incremental College Cost Divided by Cohorts per Year and Students per Year
0 50 150 250 350 450 450 450 450 450 # students served per year
4/6/11
Professional Competencies
Managing Ac3on Project management
Team self-‐management
Par3cipa3ng in knowledge crea3on Managing innova3on Developing and selling one’s ideas Budge3ng & proposal crea3on Facilita3ng change
IT Skills – MS Office Suite
Culture of Knowledge Work
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Team work
Self-‐discipline Seeing styles of others
Compassion
Non-‐violent communica3on
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Personal Competencies
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Academic Competencies
Analyzing informa3on
Becoming an expert
Developing solu3ons & plans
Learning to work in teams
Purng thoughts into speech
Wri3ng at college-‐level
Learning math
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• Repairs the damage done by past educa@onal experiences
• Transforms student from the inside out
• Helps them believe they can do it
• U@lizes strength of student: social jus@ce focus
• Creates a virtual dorm through the cohort model
How is ACE different than other programs?
We take students who know how to survive & persist
Help them translate these strengths
into the academic environment
So they become more effec@ve people,
not just more effec3ve students
What we do
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Transform student from the inside out
Recognize the importance of the affec3ve domain Repair damage done by past life experiences U3lize strength of student: social jus3ce focus Help them believe they can do it Synthesize diverse theories & prac3ces
How we do it
Rela3onship to Self
Self-‐Iden3ty – Am I a student?
Self-‐Efficacy – Can I make it in the academic world?
Self-‐Determina3on – What professional career do I want?
Self-‐Organiza3on – Can I set & achieve goals?
Self-‐Regula3on – Can I control myself to achieve what I want?
Affec@ve Domain
Rela3onship to Others
A]uned communica3on
Empathy & social awareness
Leadership & team work
Social & emo3onal learning
Belonging & community
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Create the condi3ons for learning by
allevia3ng symptoms such as:
Hyper-‐arousal
Loss of concentra3on
Emo3onal numbing
Intrusive thoughts
Bio-‐reac3on on minor s3muli
Repair Damage
Social learning theory
Self-‐efficacy theory
Self-‐regula3on theory
Language immersion theory
Neuroplas3city theory
Diverse theories & prac@ces
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How does ACE curriculum benefit students? Promotes persistence to later semesters
How does ACE curriculum benefit students? Promotes persistence to later semesters
Accelerates them through the remedial sequence to transfer-‐level courses
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How does ACE curriculum benefit students? Promotes persistence to later semesters
Accelerates them through the remedial sequence to transfer-‐level courses
Helps them accumulate college & transfer-‐level credits faster
Underprepared Students & Ins3tu3ons
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QUESTIONS TO EXPLORE TODAY
What is the Academy for College Excellence (ACE)?
What are the needs of underprepared student?
What approaches work with these students?
What do colleges need to do to address these students?
Context Underprepared students and Ins3tu3ons
4/7/11
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What do Colleges Need? #1
• Develop the capacity for ac3on and change • ACE Faculty Experien3al Learning Ins3tute and Professional Development workshops
– Faculty: learn to work collabora3vely with peers – Colleges: create a culture of effec3ve ac3on and change/innova3on
MAJOR STAGES OF ACE PARTNER COLLEGE RELATIONSHIPS
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ACE Adop3on Methodology
Discovery Due Diligence
Commit-‐ment
QUALIFYING • Discovery • Due Diligence • Commitment
QUALIFYING STAGE (3 to 6 months)
Phase 1 Phase 2 Phase 3
Transi3on Planning
Imple-‐menta-‐ 3on
Live Cohorts
ACTIVATING • Transi3on • Implementa3on • Live Cohorts
ACTIVATING STAGE (3 to 9 months)
Phase 4 Phase 5 Phase 6
Scaling Ins3tu-‐ 3onaliza-‐
3on
Steady State
SUSTAINING • Scaling • Ins3tu3onaliza3on • Steady State
SUSTAINING STAGE (2 to 5 years)
Phase 7 Phase 8 Phase 9
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Scaling on Steady State
Discovery Due Diligence
Commit-‐ment
Transi3on Planning
Live Cohorts
QUALIFYING STAGE
ACTIVATING STAGE
SUSTAINING STAGE
Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6 Phase 7 Phase 8 Phase 9
THE WORK OF ADOPTION IS COORDINATED IN EACH OF 5 TRACKS
ACE Adop3on Methodology
Curriculum
Professional Development
Scheduling
Management Of Change
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Recrui@ng & Student Support
Scaling on Steady State
Discovery Due Diligence
Commit-‐ment
Transi3on Planning
Live Cohorts
QUALIFYING STAGE
ACTIVATING STAGE
SUSTAINING STAGE
Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6 Phase 7 Phase 8 Phase 9
ACE WORKSHOPS AND TOOLS PROVIDE SUPPORT AS NEEDED
ACE Adop3on Model
Professional Development
Management Of Change
Curriculum
Scheduling
Recrui@ng & Student Support
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ACE 302-‐C
Workshop Intersec3on of a Track + Phase Module name “ACE 302-‐C” means Curriculum Track near Phase 3
ACE SEA
Tools & Services ACE SEA (Self-‐Efficacy Assessment) tool is an example of ACE’s early
warning system
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What do Colleges Need? #2
• Understand the impact of their interven3ons
• Describe the theory of change and why the interven3on works
Pathway to Solu3ons
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Ar@culated Problems • Academic Needs • Risk Levels • Vulnerabili3es
Theories & Methods
Iden@fy Solu@on Ac@vi@es
Pilo@ng Solu@ons
Final Program Design
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Ac@vi@es Short-‐term Outcomes
(Bridge Semester)
Intermediate Outcomes
Long-‐term Outcomes
Target and Recruit Students
ACE Curriculum and Pedagogy ________
Founda@on Course
Bridge Semester
Support Approach
_______
Cohort Model
Personal development •Self-‐efficacy •Self-‐esteem •Awareness •Hope/op@mism •Iden@ty as college student
Skills & Knowledge •Academic •College & Career •Professional behaviors
21st Century Skills •Communica@on & Listening •Leadership •Teamwork
Peer Support Network
Credits Earned
Enrollment/Persistence
Credits
Academic Achievement and Progress
Self-‐Efficacy
Persistence
Comple@on
• Community colleges represent a realis3c avenue to higher educa3on and success in life, but low-‐income, underprepared students who reflect a combina3on of risk factors are oxen not well served by those colleges through developmental educa3on programs.
• Students from high risk groups must be given the opportunity through transforma3ve educa3onal experiences to develop the essen3al knowledge, technical skills, and creden3als that will allow them to succeed in the workplace.
Assump@ons
ACE Student Outcomes Logic Model
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Promote Integrity to ensure student outcomes
Integrity to the curriculum as experienced by the
students • Founda3on Course • Team Self Management • Social Jus3ce Research
Course
Integrity to the model as it is implemented in a
cohort • Behavior System • Faculty lead role • Faculty cohort role
Integrity to the model as implemented by the
college • English / Math accelera3on • FC teacher also teaches one
of the Bridge courses • FELI training
To promote integrity: • Create ACE Integrity Architecture to clearly define requirements; embed in adop3on methodology
• Deliver workshops and ins3tutes to transfer understanding of ACE curriculum and approach
• Provide adop3on support to faculty, staff and administrators regarding implementa3on and scaling
• Create and implement cer3fica3on program for master mentors and teachers
• Collect and analyze student outcomes data and feedback
• Develop regional events to share experiences and develop new ideas
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Model of Factors Related to ACE Program
ACE Program Components
Sources of Self-Efficacy & Identity
Psychological Processes
Outcomes
Curriculum
Faculty
Enactive Mastery
Vicarious Experiences
Social Persuasion
Emotional Experience
Academic & Career Self-Efficacy
Leadership & Teamwork Efficacy
Performance
Behaviors
Attitudes Peer Support
Academic & Career Identity
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Understanding the Student Vulnerability Profile
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Understanding the Student Vulnerability Profile Structural Equa3on Model of ACE Process and Outcomes
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Higher Education Evaluation and Research Group (HEERG) N. Badway (2005 and 2007)
Two longitudinal studies examined characteristics of participants in the Foundation Course and Bridge Semester and the personal and academic growth related to participation.
Report 1 Student Outcomes Evalua<on Compares outcomes before and after DBA (now called ACE) to aggregate statistics on California community college students.
Report 2 Persistence and Achievement Analyzes retention, credits earned, and GPA during the DBA (ACE) program; persistence, credit accumulation, and grade point change subsequent to the first semester of DBA (ACE); and compares outcomes to other Cabrillo College students.
Academy for College Excellence (ACE) was formerly known as Digital Bridge Academy (DBA)
Na3onal Science Founda3on Funded Studies Data Collec3on and Evalua3ons
Funded by National Science Foundation Advanced Technology Education (ATE) grants
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Center for Justice, Tolerance & Community at University of California Santa Cruz Three studies in 2006 and 2007
⌃Passing the Torch: An Evaluation of the Digital Bridge Academy Replication (London, Smith, and George, 2006) Examined the pilot phase of faculty training, course curriculum and principles; Found that students of all ethnicities and geographic locations respond positively to the Foundation Course, and that the training approach was successful in helping faculty new to the DBA (ACE) embrace its components.
⌃Policy and Institutional Issues Related to Digital Bridge Academy Replication (Navarro, Smith, George, and London, 2006) Discussed the policy-related issues involved with replicating the program at other colleges.
⌃* Feeding The Fire: Professional Development and the Digital Bridge Academy Faculty Training (Schirmer, Rosner, London, Bullock, 2007) Examined how DBA (ACE) philosophy and curriculum aid faculty in teaching their DBA and non-‐DBA (ACE) courses; and the broader implications this has for faculty and community colleges.
Funded by The James Irvine Foundation⌃ and The William and Flora Hewlett Foundation*
Academy for College Excellence (ACE) was formerly known as Digital Bridge Academy (DBA)
University of California Faculty Training Studies Data Collec3on and Evalua3ons
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Columbia University: Community College Research Center Jenkins, D., Hayward, C. (2009)
Educational Outcomes of the Academy for College Excellence: Findings from a Multivariate Analysis
Compared educational outcomes of the first nine cohorts of DBA (ACE) students with other students at Cabrillo who did not participate in the program. This study found significant positive effects for participation in both the accelerated and non-accelerated versions of the DBA (ACE).
Academy for College Excellence (ACE) was formerly known as Digital Bridge Academy (DBA)
Columbia University CCRC Longitudinal Study Data Collec3on and Evalua3ons
Funded by The James Irvine Foundation⌃ and The William and Flora Hewlett Foundation*
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MPR Associates (2010-2015) in progress Evaluation of the Academy for College Excellence and its Variations at other Community Colleges
Rigorous quan3ta3ve evalua3on of ACE and various implementa3ons of the model on other campuses.
Evalua3ng both the student program and the Faculty Experien3al Learning Ins3tute (FELI).
Measures of student self-‐efficacy and other personal growth indicators will be analyzed with rela3on to achievement outcomes and student reten3on.
Will provide the Academy, the Gates Foundation, and participating colleges with data and information that will support ongoing program improvement and contribute knowledge to the field about features of the model that relate most strongly to positive outcomes for students.
ACE Evalua3on Design– for 5 year longitudinal study Funded by Bill and Melinda Gates Foundation
Gates Founda3on Funded Longitudinal Studies Data Collec3on and Evalua3ons
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What do Colleges Need? #3
• Ability to facilitate change to adopt and scale innova3ons – Educa3onal approach to faculty development and college leadership capacity building
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What has ACE learned about scaling?
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➡ CODIFY ➡ TEST ➡ STRATEGIZE ➡ MANAGE THE CHANGE
What has ACE learned about scaling?
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➡ CODIFY Use replicable ar3facts (curriculum, training) to codify key insights and promote integrity
• ACE Curriculum Kits • ACE Professional Development
Document a clear, detailed approach to implemen3ng the innova3on at new ins3tu3ons
• ACE Adop3on Methodology • ACE Integrity Architecture
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What has ACE learned about scaling?
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➡ TEST
Pilot test the curriculum • Five 40-‐hour pilots tes3ng nine sets of curriculum
Check to be sure it can be taught by non-‐founders
• Third-‐party study • Train-‐the-‐trainer test
Run tests that “push the envelope”
• Scaling bonus for colleges to go beyond current cohort level revealed barriers
What has ACE learned about scaling?
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➡ STRATEGIZE
Look for economies of scale in the rollout strategy
• ACE Regional Adop3on Model for Bridge Semester
• But not for standalone Professional Development
Determine all roles that are cri3cal for success (not just faculty but also administrators and staff) and train them
• ACE Adop3on Workshops
Be clear about what’s required vs. recommended, and promote replica3on integrity
• ACE Integrity Architecture • ACE Integrity Audit
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What has ACE learned about scaling?
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➡ MANAGE THE CHANGE
Shared governance requires shared sponsorship
• Not just tops-‐down but also bo]oms-‐up approaches • Bring together mul3ple levels & silos
Look at the larger system and work those levers
• ACE Elements Drive Systemic Change
Understand the mo3va3on of your early adopters vs. mainstream adopters and adapt rewards accordingly
• Early adopters – Being part of the movement • Mainstream adopters – Making a living while doing something good
Underprepared Students, Underprepared Ins3tu3ons: Transforma3on 360º
www.my-‐ace.org diego@my-‐ace.org
Diego Navarro Founding Director & Instructor
WASC-‐Sr 2011 Academic Resource Conference