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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 CollegeRowena Tomaneng, Associate VP of Instruction at De Anza College
@myACEorg /myACEorgwww.my-ace.org
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1. Introductions
What is ACE?
2. Affective/Non-cognitive Pedagogical
Exercise
3. Evidence of Effectiveness4. ACE Model Program Variations
Los Medanos College - Tue Rust
Cabrillo College - Sadie Reynolds De Anza College - Rowena Tomaneng
5. Q&A
Agenda
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1. Introductions
What is ACE?
2. Affective/Non-cognitive Pedagogical
Exercise
3. Evidence of Effectiveness4. ACE Model Program Variations
Los Medanos College - Tue Rust
Cabrillo College - Sadie Reynolds
De Anza College - Rowena Tomaneng
5. Q&A
Agenda
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What is ACE?
ACE Integrates Affective Learning with Accelerated
Academic Courses
4
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What is ACE?
ACE Integrates Affective Learning with Accelerated
Academic Courses
ACE
helps students learn 21st century skills
develops their non-cognitive domain
5
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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
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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
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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
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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 students initial year at
college can advance her/his likelihood for success in
completing transfer-level English and math courses
9
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What is ACE? (cont.)
Draws on evidence showing:
students are more likely to succeed if they have certainaffective behaviors when they begin their highereducation journey
how students experience the first three weeks of college
enrollment can significantly impact their achievement that accomplishing 20 units in a students initial year at
college can advance her/his likelihood for success incompleting transfer-level English and math courses
effectiveness of accelerating the movement of studentswith basic skills needs to transfer-level English and mathcoursework
10
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11
TABLE 1 ACE Program Variations ACE Program Variation Coursework
Program
Variations
Target
Student Examples
Foundation
Course
ACE Team
Self-Mgmt
Other College
Coursework
Affective
Orientation
College Prepared
Students
Orient to professional skills,
behavior, mindsets, and college
culture: Nursing, Gen. Ed.
requirements, Rad Tech, etc.
Students attend regular
college courses and
programs.
Affective
Summer Bridge
Transitio
n
i ng
Students
Provide rich academic and
community-building experienceleveraging the students exposure
to social injustice. Social Justice Experiential
Course
Affective
Support for CTE CTE Students
Medical Assisting, Green Jobs,
Sustainable Construction,
Agricultural Machinery,
Respiratory Care, etc.
Career Technical Education
Affective Booster
Learning
Community (LC) LC Students
Provide 24/7 peer-support in
hyper-bonded community,through ACE affective curriculum
Linked courses
Accelerated
Academic
Learning
Developmental
Education / STEM
Students
Accelerated English and math,
and Integrated Science using
a project based course around
which to integrate curriculum
Project-based course tointegrate curriculum
ACE Program Variations
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12
TABLE 1 ACE Program Variations ACE Program Variation Coursework
Program
Variations
Target
Student Examples
Foundation
Course
ACE Team
Self-Mgmt
Other College
Coursework
Affective
Orientation
College Prepared
Students
Orient to professional skills,
behavior, mindsets, and college
culture: Nursing, Gen. Ed.
requirements, Rad Tech, etc.
Students attend regular
college courses and
programs.
Affective
Summer Bridge
Transitio
n
i ng
Students
Provide rich academic and
community-building experienceleveraging the students exposure
to social injustice. Social Justice Experiential
Course
Affective
Support for CTE CTE Students
Medical Assisting, Green Jobs,
Sustainable Construction,
Agricultural Machinery,
Respiratory Care, etc.
Career Technical Education
Affective Booster
Learning
Community (LC) LC Students
Provide 24/7 peer-support in
hyper-bonded community,through ACE affective curriculum
Linked courses
Accelerated
Academic
Learning
Developmental
Education / STEM
Students
Accelerated English and math,
and Integrated Science using
a project based course around
which to integrate curriculum
Project-based course tointegrate curriculum
ACE Program Variations
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ACE Program Variations
13
TABLE 1 ACE Program Variations ACE Program Variation Coursework
Program
Variations
Target
Student Examples
Foundation
Course
ACE Team
Self-Mgmt
Other College
Coursework
Affective
Orientation
College Prepared
Students
Orient to professional skills,
behavior, mindsets, and college
culture: Nursing, Gen. Ed.
requirements, Rad Tech, etc.
Students attend regular
college courses and
programs.
Affective
Summer Bridge
Transitio
n
i ng
Students
Provide rich academic and
community-building experienceleveraging the students exposure
to social injustice. Social Justice Experiential
Course
Affective
Support for CTE CTE Students
Medical Assisting, Green Jobs,
Sustainable Construction,
Agricultural Machinery,
Respiratory Care, etc.
Career Technical Education
Affective Booster
Learning
Community (LC) LC Students
Provide 24/7 peer-support in
hyper-bonded community,through ACE affective curriculum
Linked courses
Accelerated
Academic
Learning
Developmental
Education / STEM
Students
Accelerated English and math,
and Integrated Science using
a project based course around
which to integrate curriculum
Project-based course tointegrate curriculum
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ACE Program Variations
14
TABLE 1 ACE Program Variations ACE Program Variation Coursework
Program
Variations
Target
Student Examples
Foundation
Course
ACE Team
Self-Mgmt
Other College
Coursework
Affective
Orientation
College Prepared
Students
Orient to professional skills,
behavior, mindsets, and college
culture: Nursing, Gen. Ed.
requirements, Rad Tech, etc.
Students attend regular
college courses and
programs.
Affective
Summer Bridge
Transitio
n
i ng
Students
Provide rich academic and
community-building experienceleveraging the students exposure
to social injustice. Social Justice Experiential
Course
Affective
Support for CTE CTE Students
Medical Assisting, Green Jobs,
Sustainable Construction,
Agricultural Machinery,
Respiratory Care, etc.
Career Technical Education
Affective Booster
Learning
Community (LC) LC Students
Provide 24/7 peer-support in
hyper-bonded community,through ACE affective curriculum
Linked courses
Accelerated
Academic
Learning
Developmental
Education / STEM
Students
Accelerated English and math,
and Integrated Science using
a project based course around
which to integrate curriculum
Project-based course tointegrate curriculum
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ACE Program Variations
15
TABLE 1 ACE Program Variations ACE Program Variation Coursework
Program
Variations
Target
Student Examples
Foundation
Course
ACE Team
Self-Mgmt
Other College
Coursework
Affective
Orientation
College Prepared
Students
Orient to professional skills,
behavior, mindsets, and college
culture: Nursing, Gen. Ed.
requirements, Rad Tech, etc.
Students attend regular
college courses and
programs.
Affective
Summer Bridge
Transitio
n
i ng
Students
Provide rich academic and
community-building experienceleveraging the students exposure
to social injustice. Social Justice Experiential
Course
Affective
Support for CTE CTE Students
Medical Assisting, Green Jobs,
Sustainable Construction,
Agricultural Machinery,
Respiratory Care, etc.
Career Technical Education
Affective Booster
Learning
Community (LC) LC Students
Provide 24/7 peer-support in
hyper-bonded community,through ACE affective curriculum
Linked courses
Accelerated
Academic
Learning
Developmental
Education / STEM
Students
Accelerated English and math,
and Integrated Science using
a project based course around
which to integrate curriculum
Project-based course tointegrate curriculum
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ACE Program Variations
16
TABLE 1 ACE Program Variations ACE Program Variation Coursework
Program
Variations
Target
Student Examples
Foundation
Course
ACE Team
Self-Mgmt
Other College
Coursework
Affective
Orientation
College Prepared
Students
Orient to professional skills,
behavior, mindsets, and college
culture: Nursing, Gen. Ed.
requirements, Rad Tech, etc.
Students attend regular
college courses and
programs.
Affective
Summer Bridge
Transitio
n
i ng
Students
Provide rich academic and
community-building experienceleveraging the students exposure
to social injustice. Social Justice Experiential
Course
Affective
Support for CTE CTE Students
Medical Assisting, Green Jobs,
Sustainable Construction,
Agricultural Machinery,
Respiratory Care, etc.
Career Technical Education
Affective Booster
Learning
Community (LC) LC Students
Provide 24/7 peer-support in
hyper-bonded community,through ACE affective curriculum
Linked courses
Accelerated
Academic
Learning
Developmental
Education / STEM
Students
Accelerated English and math,
and Integrated Science using
a project based course around
which to integrate curriculum
Project-based course tointegrate curriculum
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1. Introductions
What is ACE?
2. Affective/Non-cognitive Pedagogical
Exercise
3. Evidence of Effectiveness4. ACE Model Program Variations
Los Medanos College - Tue Rust
Cabrillo College - Sadie Reynolds
De Anza College - Rowena Tomaneng
5. Q&A
Agenda
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Bio-reaction
Stimulus
Conversant Solutions, LLC 2002
Clipart by Geo Images - http://clipartof.com/112680
http://www.123rf.com/photo_7930616
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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
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Bio-reaction
Stimulus
Amygdala
Senses
Threat
Conversant Solutions, LLC 2002
Clipart by Geo Images - http://clipartof.com/112680
http://www.123rf.com/photo_7930616
Bio-reactiveRESPONSE!
20
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Bio-reaction
Stimulus
Amygdala
Senses
Threat
Conversant Solutions, LLC 2002
Clipart by Geo Images - http://clipartof.com/112680
http://www.123rf.com/photo_7930616
Fight
Bio-reactiveRESPONSE!
21
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Bio-reaction
Stimulus
Amygdala
Senses
Threat
Conversant Solutions, LLC 2002
Clipart by Geo Images - http://clipartof.com/112680
http://www.123rf.com/photo_7930616
Fight
FlightBio-reactiveRESPONSE!
22
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Freeze
Bio-reaction
Stimulus
Amygdala
Senses
Threat
Conversant Solutions, LLC 2002
Clipart by Geo Images - http://clipartof.com/112680
http://www.123rf.com/photo_7930616
Fight
FlightBio-reactiveRESPONSE!
23
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Freeze
Bio-reaction
Stimulus
Amygdala
Senses
Threat
Conversant Solutions, LLC 2002
Clipart by Geo Images - http://clipartof.com/112680
http://www.123rf.com/photo_7930616
Fight
Flight
Appease
Bio-reactiveRESPONSE!
24
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Your Experience of Bio-reaction
Have you ever had a bio-reaction?
25
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Your Experience of Bio-reaction
Have you ever had a bio-reaction?
Have you had a bio-reaction in the last 24 hours?
26
f
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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
i f i i
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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
F & V l bl C i i
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Fear & Valuable Communication
Stimulus
Conversant
Solutions, LLC 2002
F & V l bl C i i
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Fear & Valuable Communication
Stimulus
AmygdalaRegisters
Threat
Conversant
Solutions, LLC 2002
F & V l bl C i ti
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Fear & Valuable Communication
Stimulus
Bioreactive
Response
(Fight,Flee,
Freeze,
Appease)
AmygdalaRegisters
Threat
Conversant
Solutions, LLC 2002
F & V l bl C i ti
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Fear & Valuable Communication
Stimulus
Bioreactive
Response
(Fight,Flee,
Freeze,
Appease)
AmygdalaRegisters
Threat
Aware?
Conversant
Solutions, LLC 2002
F & V l bl C i ti
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Fear & Valuable Communication
Stimulus
Bioreactive
Response
(Fight,Flee,
Freeze,
Appease)
AmygdalaRegisters
Threat
Aware?
Automatic
Response
No
Conversant
Solutions, LLC 2002
F & V l bl C i ti
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Fear & Valuable Communication
Stimulus
Choice
Bioreactive
Response
(Fight,Flee,
Freeze,
Appease)
AmygdalaRegisters
Threat
Aware?
Automatic
Response
Yes
No
Conversant
Solutions, LLC 2002
F & V l bl C i ti
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Fear & Valuable Communication
Stimulus
Fearful
Explanation
Choice
Bioreactive
Response
(Fight,Flee,
Freeze,
Appease)
AmygdalaRegisters
Threat
Justified
Bioreaction
Aware?
Automatic
Response
Yes
No
Conversant
Solutions, LLC 2002
Fear & Val able Comm nication
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Fear & Valuable Communication
36
Stimulus
Fearful
Explanation
Valuable
Discussion
Choice
Bioreactive
Response
(Fight,Flee,
Freeze,
Appease)
AmygdalaRegisters
Threat
Justified
Bioreaction
PurposeAware?
Automatic
Response
Yes
No
Conversant
Solutions, LLC 2002
Bio reaction Reflection
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Bio-reaction - Reflection
What did you learn from this exercise?
37
Bio reaction Reflection
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Bio-reaction - Reflection
What did you learn from this exercise?
What surprised you?
38
Bio reaction Reflection
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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
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1. Introductions
What is ACE?
2. Affective/Non-cognitive Pedagogical
Exercise
3. Evidence of Effectiveness4. ACE Model Program Variations
Los Medanos College - Tue Rust
Cabrillo College - Sadie Reynolds De Anza College - Rowena Tomaneng
5. Q&A
Agenda
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4 College Longitudinal Study of 658 StudentsD hi
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g g yDemographics
42
ACE students from Cabrillo College, Hartnell College,
Berkeley City College and Los Medanos College*Fall 2010, Spring 2011, Fall 2011
N 658
African American 12.9% 108
Latino 58.7% 493
Males 59.6% 533
1 level below
college-level in English40.4% 275
2 or more below
college-level in English49.7% 338
2 or more levels below
college-level in Math*85.9%
*from LMC only
55 (n=74)
Mean Age 24
Completed GED 13.4 % 115
No HS Diploma 10.9 % 94
Evaluation of the Academy
for College Excellence:
Report on Implementation
and Student Outcomes
MPR Associates
January 2013
4 College Longitudinal Study of 658 StudentsD hi
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g g yDemographics
43
ACE students from Cabrillo College, Hartnell College,
Berkeley City College and Los Medanos College*Fall 2010, Spring 2011, Fall 2011
N 658
African American 12.9% 108
Latino 58.7% 493
Males 59.6% 533
1 level below
college-level in English40.4% 275
2 or more below
college-level in English49.7% 338
2 or more levels below
college-level in Math*85.9%
*from LMC only
55 (n=74)
Mean Age 24
Completed GED 13.4 % 115
No HS Diploma 10.9 % 94
Evaluation of the Academy
for College Excellence:
Report on Implementation
and Student Outcomes
MPR Associates
January 2013
4 College Longitudinal Study of 658 StudentsD hi
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g g yDemographics
44
ACE students from Cabrillo College, Hartnell College,
Berkeley City College and Los Medanos College*Fall 2010, Spring 2011, Fall 2011
N 658
African American 12.9% 108
Latino 58.7% 493
Males 59.6% 533
1 level below
college-level in English40.4% 275
2 or more below
college-level in English49.7% 338
2 or more levels below
college-level in Math*85.9%
*from LMC only
55 (n=74)
Mean Age 24
Completed GED 13.4 % 115
No HS Diploma 10.9 % 94
Evaluation of the Academy
for College Excellence:
Report on Implementation
and Student Outcomes
MPR Associates
January 2013
4 College Longitudinal Study of 658 StudentsD hi
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Demographics
45
ACE students from Cabrillo College, Hartnell College,
Berkeley City College and Los Medanos College*Fall 2010, Spring 2011, Fall 2011
N 658
African American 12.9% 108
Latino 58.7% 493
Males 59.6% 533
1 level below
college-level in English40.4% 275
2 or more below
college-level in English49.7% 338
2 or more levels below
college-level in Math*85.9%
*from LMC only
55 (n=74)
Mean Age 24
Completed GED 13.4 % 115
No HS Diploma 10.9 % 94
Evaluation of the Academy
for College Excellence:
Report on Implementation
and Student Outcomes
MPR Associates
January 2013
4 College Longitudinal Study of 658 StudentsD hi
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Demographics
46
ACE students from Cabrillo College, Hartnell College,
Berkeley City College and Los Medanos College*Fall 2010, Spring 2011, Fall 2011
N 658
African American 12.9% 108
Latino 58.7% 493
Males 59.6% 533
1 level below
college-level in English40.4% 275
2 or more below
college-level in English49.7% 338
2 or more levels below
college-level in Math*85.9%
*from LMC only
55 (n=74)
Mean Age 24
Completed GED 13.4 % 115
No HS Diploma 10.9 % 94
Evaluation of the Academy
for College Excellence:
Report on Implementation
and Student Outcomes
MPR Associates
January 2013
4 College Longitudinal Study of 658 StudentsT f L l E li h C l ti
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Source: MPR Associates
January 2013
*statistical significance
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Source: MPR Associates
January 2013
*statistical significance
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Source: MPR Associates
January 2013
*statistical significance
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Source: MPR Associates
January 2013
*statistical significance
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Colleges, Some Serving Hundreds of Students
MPR studys findings indicate that the ACE Programs
academic outcomes are replicable at colleges adopting theACE model, and
Finding 1: Initial Academic Outcomes Are Replicable at MultipleC ll S S i d d f S d
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Colleges, Some Serving Hundreds of Students
MPR studys findings indicate that the ACE Programs
academic outcomes are replicable at colleges adopting theACE model, and
The ACE accelerated math approach shows strong resultswhen integrated with the ACE social justice primary researchcourse.
Finding 1: Initial Academic Outcomes Are Replicable at MultipleC ll S S i H d d f S d
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Colleges, Some Serving Hundreds of Students
MPR studys findings indicate that the ACE Programs
academic outcomes are replicable at colleges adopting theACE model, and
The ACE accelerated math approach shows strong resultswhen integrated with the ACE social justice primary researchcourse.
ACE students experience a high velocity of advancementthrough transfer-level English and transfer-level math afterattending the ACE program.
Finding 1: Initial Academic Outcomes Are Replicable at MultipleC ll S S i H d d f St d t
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Colleges, Some Serving Hundreds of Students
MPR studys findings indicate that the ACE Programs
academic outcomes are replicable at colleges adopting theACE model, and
The ACE accelerated math approach shows strong resultswhen integrated with the ACE social justice primary researchcourse.
ACE students experience a high velocity of advancementthrough transfer-level English and transfer-level math afterattending the ACE program.
ACE does not provide any support following the ACEprogram,
Finding 1: Initial Academic Outcomes Are Replicable at MultipleC ll S S i H d d f St d t
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Colleges, Some Serving Hundreds of Students
MPR studys findings indicate that the ACE Programs
academic outcomes are replicable at colleges adopting theACE model, and
The ACE accelerated math approach shows strong resultswhen integrated with the ACE social justice primary researchcourse.
ACE students experience a high velocity of advancementthrough transfer-level English and transfer-level math afterattending the ACE program.
ACE does not provide any support following the ACEprogram,
The students utilize the supports available to all studentsat the community college.
Finding 2: Combining Non-Cognitive Learning and Accelerated English andMath Improves Students Academic Outcomes
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Math Improves Students Academic Outcomes
Measuring Non-Cognitive Change in Students3 time points
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g g g p
57
STUDENT
COHORT
Foundation
Course2-Week IntensiveAffective Orientation
ACE Team-SelfManagement
Course
College courses
and programs
First
Measurement
Measuring Non-Cognitive Change in Students3 time points
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g g g p
58
First
Measurement
Second
MeasurementAfter Two Weeks
STUDENT
COHORT
Foundation
Course2-Week IntensiveAffective Orientation
ACE Team-SelfManagement
Course
College courses
and programs
Measuring Non-Cognitive Change in Students3 time points
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g g g p
59
First
Measurement
Second
MeasurementAfter Two Weeks
Third
MeasurementFour Months Later
STUDENT
COHORT
Foundation
Course
2-Week IntensiveAffective Orientation
ACE Team-SelfManagement
Course
College courses
and programs
ACEs Non-Cognitive Effect on Students7 College Study of 535 Students
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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.
7 College Study of 535 Students
Finding 2: Combining Non-Cognitive Learning and Accelerated English andMath Improves Students Academic Outcomes
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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 andMath Improves Students Academic Outcomes
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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
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Finding 2: Combining Non-Cognitive Learning and Accelerated English andMath Improves Students Academic Outcomes
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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
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1. Introductions
What is ACE?2. Affective/Non-cognitive Pedagogical
Exercise
3. Evidence of Effectiveness4. ACE Model Program Variations
Los Medanos College - Tue Rust
Cabrillo College - Sadie Reynolds De Anza College - Rowena Tomaneng
5. Q&A
ACE Program Variations
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TABLE 1 ACE Program Variations ACE Program Variation Coursework
Program
Variations
Target
Student Examples
Foundation
Course
ACE Team
Self-Mgmt
Other College
Coursework
Affective
Orientation
College Prepared
Students
Orient to professional skills,
behavior, mindsets, and college
culture: Nursing, Gen. Ed.
requirements, Rad Tech, etc.
Students attend regular
college courses and
programs.
Affective
Summer Bridge
Transitio
n
i ng
Students
Provide rich academic and
community-building experience
leveraging the students exposure
to social injustice. Social Justice Experiential
Course
Affective
Support for CTE CTE Students
Medical Assisting, Green Jobs,
Sustainable Construction,
Agricultural Machinery,
Respiratory Care, etc.
Career Technical Education
Affective Booster
Learning
Community (LC) LC Students
Provide 24/7 peer-support in
hyper-bonded community,
through ACE affective curriculum
Linked courses
Accelerated
Academic
Learning
Developmental
Education / STEM
Students
Accelerated English and math,
and Integrated Science using
a project based course around
which to integrate curriculum
Project-based course tointegrate curriculum
Program VariationLos Medanos College
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ACE Program Variations
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TABLE 1 ACE Program Variations ACE Program Variation Coursework
Program
Variations
Target
Student Examples
Foundation
Course
ACE Team
Self-Mgmt
Other College
Coursework
Affective
Orientation
College Prepared
Students
Orient to professional skills,
behavior, mindsets, and college
culture: Nursing, Gen. Ed.
requirements, Rad Tech, etc.
Students attend regular
college courses and
programs.
Affective
Summer Bridge
Transitio
n
i ng
Students
Provide rich academic and
community-building experience
leveraging the students exposure
to social injustice. Social Justice Experiential
Course
Affective
Support for CTE CTE Students
Medical Assisting, Green Jobs,
Sustainable Construction,
Agricultural Machinery,
Respiratory Care, etc.
Career Technical Education
Affective Booster
Learning
Community (LC) LC Students
Provide 24/7 peer-support in
hyper-bonded community,
through ACE affective curriculum
Linked courses
Accelerated
Academic
Learning
Developmental
Education / STEM
Students
Accelerated English and math,
and Integrated Science using
a project based course around
which to integrate curriculum
Project-based course tointegrate curriculum
Child Development ACE Cohort Model
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Learning Community
of 2 or 3 Linked Courses
Foundation
Course2-Week Intensive
ACE Team Self-
Management
STUDENT
COHORT
ACEBehavior
System
ACE Faculty CohortMeets Weekly
Child Dev
English
Child Dev
Child Development ACE Cohort Model
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ACE Business Certificate Cohort
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PROJECT-BASED
Social JusticeResearchCourse
Movement
ComputerSkills
English
Math
CareerPlanning
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STUDENT
COHORTFoundation
CourseTwo-Week Intensive
Integrated CoursesIntensive
Accelerated
Transformative
Behavior System
PROJECT-BASED
Social JusticeResearchCourse
Team Self
Management
PROJECT-BASED
SocialEntrepreneurship
MS Office
Keyboarding
Business Communications
Business
Math
BusinessEnglish
Behavior System
ACE Team Self-
Management
16 weeks full-time attendance
1.5 Credits..11.5 Credits
The ACE Bridge Semester
Program VariationCabrillo College
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ACE Program Variations
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TABLE 1 ACE Program Variations ACE Program Variation Coursework
Program
Variations
Target
Student Examples
Foundation
Course
ACE Team
Self-Mgmt
Other College
Coursework
Affective
Orientation
College Prepared
Students
Orient to professional skills,
behavior, mindsets, and college
culture: Nursing, Gen. Ed.
requirements, Rad Tech, etc.
Students attend regular
college courses and
programs.
Affective
Summer Bridge
Transition
i ngStudents
Provide rich academic and
community-building experience
leveraging the students exposureto social injustice.
Social Justice ExperientialCourse
Affective
Support for CTE CTE Students
Medical Assisting, Green Jobs,
Sustainable Construction,
Agricultural Machinery,
Respiratory Care, etc.
Career Technical Education
Affective Booster
Learning
Community (LC) LC Students
Provide 24/7 peer-support in
hyper-bonded community,
through ACE affective curriculum
Linked courses
Accelerated
Academic
Learning
Developmental
Education / STEM
Students
Accelerated English and math,
and Integrated Science using
a project based course around
which to integrate curriculum
Project-based course tointegrate curriculum
Reflections on Affective Change in ACE Students at Cabrillo College
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Curriculum BondingACE
BehaviorSystem
LearningCommunity
InternalTransformation
The Foundation Course: Creating a Learning Community
LearningCommunit
y
Project-based
Learning
ACE Peer-Support
& Non-CognitiveApproach
Deepening InternalTransformation
Strengthening theLearning Community
ExternalTransformation
The Bridge Semester: from Internal to External Transformation
Affective Change in ACE Students: from Internal to External Transformation
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AB 955Assembly Bill 955 is sitting on Governor Browns desk NOWawaiting 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 wildfireto community colleges across the statedeepening already glaring educational inequalities and
instituting a two tiered system in our state. In 2012 CA voters passed Prop 30 to fund education. Lets hold
our legislature accountable. Dont 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 AB955PHONE:(916)445-2841
EMAIL:http://govnews.ca.gov/gov39mail/mail.php
Charlotte Achen
President, Cabrillo Alpha Gamma
Sigma SocietyPresident, Cabrillo Student Senate
Awardstoo numerous to list here
Cabrillo College Student Solidarity ClubMark (VP), Sandra (VP), Chris (ICC Rep), Haley
(Communications), Nate (Treasurer), Gretchen
(Grants/scholarships), Sophia (member)
Affective Change in ACE Students:Robbie DeMarco, Learning Communities Intern
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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 hadthought 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 positivelychanged 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.)
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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 forsocial 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 inSociology. My essay Altruism over Racism
received first place in Cabrillo Colleges Martin
Luther King Jr. Writing Award and another research
essay received Honorable Mention in English 1As
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 VariationDe Anza College
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ACE Program Variations
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TABLE 1 ACE Program Variations ACE Program Variation Coursework
Program
Variations
Target
Student Examples
Foundation
Course
ACE Team
Self-Mgmt
Other College
Coursework
Affective
Orientation
College Prepared
Students
Orient to professional skills,
behavior, mindsets, and college
culture: Nursing, Gen. Ed.
requirements, Rad Tech, etc.
Students attend regular
college courses and
programs.
AffectiveSummer Bridge
Transition
i ngStudents
Provide rich academic and
community-building experience
leveraging the students exposureto social injustice.
Social Justice ExperientialCourse
Affective
Support for CTE CTE Students
Medical Assisting, Green Jobs,
Sustainable Construction,
Agricultural Machinery,
Respiratory Care, etc.
Career Technical Education
Affective Booster
Learning
Community (LC) LC Students
Provide 24/7 peer-support in
hyper-bonded community,
through ACE affective curriculum
Linked courses
Accelerated
Academic
Learning
Developmental
Education / STEM
Students
Accelerated English and math,
and Integrated Science using
a project based course around
which to integrate curriculum
Project-based course tointegrate curriculum
Program VariationDe Anza College
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Why the ACE model for De Anza?
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Cost-effective, scalable, proven impact on student success,retention, and persistence
Data includes non-cognitive mediating factors correlating tostudent completion
Curriculum supports faculty from experiencing burn outfrom 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
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Faculty Experiential Learning
Institute (FELI) 60 DA Faculty, Support Staff have
participated in FELI
Initial 6 FELI participants areundergoing master mentor training
From our faculty and staff:
The FELI made me understand on avery deep and personal level whyexperiential and affective learningneeds to be integrated into ourprograms
I think its great to look at ourselves,our curriculum, our pedagogy andfigure out how we can be more betterteachers for our students, whateverbetter means.
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.
Agenda
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1. Introductions
What is ACE?2. Affective/Non-cognitive Pedagogical
Exercise
3. Evidence of Effectiveness4. ACE Model Program Variations
Los Medanos College - Tue Rust
Cabrillo College - Sadie Reynolds
De Anza College - Rowena Tomaneng
5. Q&A
Q & A
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ACE One-day Introductory Workshop
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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
ACE One-day Introductory Workshop
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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 ACEs approach to education through experiential learning.
This workshops 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.
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Thank you
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Email us at [email protected]
www.my-ace.org
Next Steps
Please fill-out interest form
mailto:[email protected]://www.my-ace.org/http://www.my-ace.org/http://www.my-ace.org/http://www.my-ace.org/mailto:[email protected]:[email protected]:[email protected]