ACE MENTOR PROGRAM Architecture, Construction, and Engineering

ACE MENTOR PROGRAMARCHITECTURE CONSTRUCTION ENGINEERINGThe construction industry’s

fastest-growing high school mentoring program.

For ACE students, the construction industry is your classroom.

Enthusiastic mentors are the key.

The ACE Mentor Program is open to

any high school student who has the

curiosity and drive to learn about a

career in design and construction.

Already, more than 50,000 students

have enjoyed the exciting projects,

informative field trips and other

engaging activities that make up the

ACE experience.

Led by mentors. Driven by you.

As a participant, you’ll join a team of

other students led by adult mentors

who are practicing industry

ACE is an inspired partnership between industry professionals, each one committed to ensuring a new generation of talent:

Architects

Interior Designers

Landscape Architects

Mechanical Engineers

Structural Engineers

Electrical Engineers

Environmental Engineers

Civil Engineers

Construction Managers

College and University Representatives

There is no substitute for experience

– the ACE Mentor Program is driven

by the committed and enthusiastic

participation of volunteer mentors who

are practicing professionals in their

respective fields.

Who are ACE mentors?

In our experience, ACE mentors tend

to be members of a local community in

which an ACE affiliate is located. Clearly

passionate about what they do, they

often make significant contributions to

their communities as role models, trusted

friends and career advisors.

What makes a great ACE mentor?

The right mix of knowledge, passion

and rapport makes a great ACE mentor.

Someone who connects with the

students in a way that demonstrates a

sincere desire to help, and a commitment

to make a difference.

How ACE mentors gain from the experience.

We hear again and again that ACE mentors

experience a profound sense of altruistic

“giving back” when involved with ACE and

its young participants – the gratification

that comes with sharing knowledge and

wisdom with eager students.

Become an ACE mentor.

If you have what it takes, we’d

love to meet you. Start by visiting

www.acementor.org.

professionals. ACE isn’t about merely

describing specific professions, it’s

about immersing you in the actual

profession.

What to expect.

You’ll visit professional offices, job sites

and other relevant locations. You’ll

discuss the same issues, and perform

the same tasks, as if you worked in

the industry. ACE gives you a practical

hands-on view of a job’s everyday

reality.

Opportunities abound.

ACE is your chance to learn about

different construction industry careers –

and discover which one might be right

for you. It’s also a great way to connect

with other students who share your

passions.

Become an ACE student.

If you’re ready to take the first step,

we’re ready to help. Start by visiting

www.acementor.org.

Founded in 1994,

the ACE name stands for

Architecture, Construction

and Engineering.

The program stands for

mentoring high school

students and inspiring

them to pursue careers

in design and construction.

It is now the construction

industry’s most respected

high school mentoring

program, with tens of

thousands of students—

and growing.

www.acementor.org

ACE MENTOR PROGRAMARCHITECTURE CONSTRUCTION ENGINEERING

ACE works.We’ve always believed it. Now research proves it.

An eye-opening benchmark research study was undertaken

in January 2010 to quantify ACE’s impact on young lives.

ACE students who had completed the program between

2002 and 2009 were surveyed. Results revealed a depth of

positive influence.

The findings at-a-glance:

• ACEMentorProgramparticipantsgraduatehighschool at a greater rate than non-ACE participants.

• ACEincreasesthediversityinarchitecture,constructionand engineering program enrollment.

• FemaleACEMentorProgramparticipantsentercollegeengineering programs at double the national rate of their non-ACE counterparts

• MoreminoritiesareenrolledinTheACEMentorProgramthan other afterschool programs as a whole.

• Morelow-incomestudentsareenrolledintheACEProgramthan other afterschool programs as a whole.

Read the complete report: www.acementor.org/resources

www.acementor.org

IMPACT ON FUTURE ARCHITECTURAL WORKFORCE

� ACE significantly contributes to greater diversity in the future architecture workforce.

� ACE alumni stick with architecture studies. No ACE alumni in their sophomore and junior years dropped out of architecture schools or programs, according to separate spring 2012 surveys. (Comparable national data is not available.)

� ACE students learn useful work life skills — teamwork, problem solving, leadership, and communication of ideas. Virtually all (97%) ACE alumni studying architecture in their freshman, sophomore, and junior years of college agree ACE taught them valuable work life skills, according to three separate spring 2012 surveys.

� ACE helps students develop a professional network useful for their future career advancement. Two-thirds (64.5%) of 2009 alumni in their junior year agree connections to their mentors give them a valuable network.

“ACE really helped pave the way in the networking that is required in the Architectural Field. It also taught me that architecture is much more than designing a building but more about the people that you work with as a team to achieve that goal.”

— 2010 alumna, 2nd year architecture

**ACE Survey Data1. 2012 Summer Survey of 2012 Alumni (n=1,637). Response rate, 37%; +/- 3% margin of error.2. 2012 Spring Survey of 2011 Alumni (n=1,766). Response rate, 26%; +/- 4% margin of error.3. 2012 Spring Survey of 2010 Alumni (n=1,488). Response rate, 19%; +/- 5% margin of error.4. 2012 Spring Survey of 2009 Alumni (n=1,579). Response rate, 14%; +/- 6% margin of error.5. 2011 Spring Survey of 2010 Alumni (n=1,488). Response rate, 31%; +/- 4% margin of error.6. 2011 Spring Survey of 2009 Alumni (n=1,579). Response rate, 20%; +/- 5% margin of error.7. 2011 Winter Survey of 2009 Alumni (n=1,579). Response rate, 29%; +/- 4% margin of error.

Notes1) McGraw-Hill Construction, Construction Industry Workforce Shortage, 2012.2) According to The American Freshman National Norms, Fall 2010 Research Brief published by the Higher Education Research Institute of UCLA in January 2011,

an estimated 9,064 students entered baccalaureate institutions of education with a declared architecture major. Based on the 2011 Spring Survey of 2010 ACE Alumni, approximately 310 students entered baccalaureate programs intending to major in architecture.

3) The American Freshman National Norms, Fall 2010 Research Brief published by the Higher Education Research Institute of UCLA in January 2011.4) Sherry Snipes, “Developing the Pipeline,” www.aia.org/about/initiatives/AIAB081825, accessed August 25, 2012.

“I’m glad that I became a part of ACE. This program has shown me how to be a leader and work as a team.”

— 2010 alumnus, 2nd year architecture

ACE ADVANCESArchitecture

THE PRESSING NEED � Most (79%) architecture firms doubt the U.S. student

pipeline will meet future workforce needs.1

� The majority (51%) of A/E and construction firms believe the current younger generation of students does not find architecture appealing.1

A POTENT SOLUTIONThe ACE Mentor Program of America

� Persuades high school students to pursue an architecture career

� Motivates students to study in high school

� Benefits students throughout college

� Diversifies and increases the future architectural workforce

Three years of survey data substantiate these and other conclusions.*

www.acementor.org

“ACE has really changed my life, because before ACE I didn’t know what I wanted to do but now I do!”

— 2011 alumnus, 1st year architecture

IMPACT ON STUDENTS IN COLLEGE

� ACE gives architecture majors an advantage in their freshman year. An overwhelming majority (87%) of 2009, 2010 and 2011 alumni who declared an architecture major believe ACE gave them an edge over their peers.

� ACE continues to benefit architecture majors beyond freshman year. Ninety percent (90%) of sophomores and juniors in architecture programs agree their ACE experience continues to help them in their studies, according to two spring 2012 surveys.

� ACE alumni in architecture programs maintain high GPAs.

“ACE was a meaningful experience. It made me realize how much architecture was for me and now it gives me an extra edge on other students in my class.”

— 2011 alumnus, 1st year architecture

IMPACT ON STUDENTS IN HIGH SCHOOL

� ACE students learn first-hand information about architecture careers. Virtually all (98%) ACE alumni agree ACE gave them useful information about careers in the design/construction industry, according to three separate surveys of 2009, 2010, and 2011 alumni.

� High school studies become more meaningful for ACE students. Almost three-quarters (73%) of ACE alumni in 2010 and 2011 studying architecture agree ACE made their high school studies more meaningful.

� ACE motivates students to study in high school. As a result of their ACE experience, three-quarters of 2011 alumni and almost two-thirds (64%) of 2010 alumni agree they felt greater motivation to study in high school.

� ACE persuades undecided participants about an architecture career. Approximately 40% of 2009, 2010, and 2011 alumni expressed some degree of doubt about pursuing architecture before they joined ACE. All of these students entered college with a declared major in architecture.

� In 2010 ACE alumni constituted 3.4% of all college freshmen intending to major in architecture.2

� In 2012, 21.5% of ACE high school seniors entered 67 accredited architecture schools or other architecture programs. (43% of 2012 ACE high school seniors declared college majors in other design/construction industry-related fields.)

“My ACE experience is helping me through my second architecture design class. Through the process of designing my own theoretical structures for projects, I reminisce on the process that I had to go through with my ACE team, helping me be organized, open minded to all the possibilities of design, and think practically based on the structure’s function.”

— 2009 alumna, 3rd year architecture

ACE ENABLESFuture Engineers

THE PRESSING NEED � By 2020 the civil, electrical and mechanical engineering

workforce will add 90,000 new jobs.1 Many more new engineers will be needed to replace those who retire.

� More than two-fifths (44%) of A/E and construction firms see a significant shortage of electrical and mechanical engineers as soon as 2014. One-third forecast a shortage of structural and civil engineers by 2014.2

“I was going to drop out of high school, but after going through the ACE experience I am now going into my third year of college at Wentworth Institute of Technology.”

— 2009 alumnus, junior, electrical engineering major

AN EFFECTIVE SOLUTIONThe ACE Mentor Program of America

� Persuades high school students to pursue an engineering career

� Motivates students to study in high school

� Benefits students throughout college

� Diversifies and increases the future engineering workforce

Three years of survey data substantiate these and other conclusions.**

*

www.acementor.org

IMPACT ON FUTURE ENGINEERING WORKFORCE

� ACE significantly contributes to greater diversity in the future engineering workforce.

� ACE alumni stick with engineering studies. Only 2 ACE alumni respondents in their sophomore and junior years dropped out of engineering, according to separate spring 2012 surveys. (Comparable national data is not available).

� ACE students learn useful work life skills — teamwork, problem solving, leadership, and communication of ideas. In 2012, nine out of ten (91%) ACE alumni in their freshman, sophomore and junior years of engineering agreed ACE taught them valuable work life skills.

� ACE helps students develop a professional network useful for their future career advancement. Two-thirds (65%) of 2009 alumni in their junior year agreed connections to their mentors give them a valuable network.

“My ACE experience still has a lot of meaning. I still feel that the knowledge that I’ve gained is invaluable. Plus, my connections with my past mentors likely will make it easier for me to find internships or employment in the future.”

— 2010 alumnus, sophomore, civil engineering major

* In this report, the term “engineers” refers to civil, mechanical, structural, and electrical engineers. Approximately 12% of 2012 ACE alumni pursue other engineering fields (e.g., chemical, biomedical, computer, industrial, and aeronautical).

**ACE Survey Data1. 2012 Summer Survey of 2012 Alumni (n=1,637). Response rate, 37%; +/- 3% margin of error.2. 2012 Spring Survey of 2011 Alumni (n=1,766). Response rate, 26%; +/- 4% margin of error.3. 2012 Spring Survey of 2010 Alumni (n=1,488). Response rate, 19%; +/- 5% margin of error.4. 2012 Spring Survey of 2009 Alumni (n=1,579). Response rate, 14%; +/- 6% margin of error.5. 2011 Spring Survey of 2010 Alumni (n=1,488). Response rate, 31%; +/- 4% margin of error.6. 2011 Spring Survey of 2009 Alumni (n=1,579). Response rate, 20%; +/- 5% margin of error.7. 2011 Winter Survey of 2009 Alumni (n=1,579). Response rate, 29%; +/- 4% margin of error.

Notes1) U.S. Department of Labor, Bureau of Labor Statistics, Occupational Outlook Quarterly, Spring 2012. www.bls.gov/opub/ooq/2012/spring/spring2012ooq.pdf

accessed September 15, 20122) McGraw-Hill Construction, Construction Industry Workforce Shortage, 2012.3) The American Freshman National Norms, Fall 2010 Research Brief published by the Higher Education Research Institute of UCLA in January, 2011.4) National Science Foundation, Women, Minorities and Persons with Disabilities in Science and Engineering, Table 9-19 Employed Scientists and Engineers by Sector

of Employment, Broad Occupation, Sex, Race/Ethnicity, and Disability Status 2008. www.nsf.statisics/wmpd/tables.cfm accessed September 15, 2012

“ACE has helped me prepare phenomenally for my first year of university! What I learned through ACE is extremely applicable to my studies here at Cal Poly SLO.”

— 2011 alumna, freshman, engineering major

IMPACT ON STUDENTS IN COLLEGE

� ACE gives engineering majors an advantage in their freshman year. An overwhelming majority (80%) of 2009, 2010 and 2011 alumni who declared an engineering major believe ACE gave them an edge over their peers.

� ACE continues to benefit engineering majors beyond their freshman year. More than four-fifths (82%) of sophomores and juniors in engineering programs agree their ACE experience continues to help them in their studies, according to two spring 2012 surveys.

� ACE alumni in engineering programs maintain high GPAs.

“Taking part in ACE not only has brought me a lot of relationships, leadership experiences, and skills, but it has also taught me how to listen to people (my teammates) and work more responsibly in a group.”

— 2012 alumnus, entering freshman year, electrical engineering major.

IMPACT ON STUDENTS IN HIGH SCHOOL

� ACE students learn first-hand information about engineering careers. Virtually all (96%) ACE engineering alumni agreed ACE gave them useful information about careers in the design/construction industry, according to three separate surveys of 2009, 2010, and 2011 alumni.

� High school studies become more meaningful for ACE students. 70% of ACE engineering alumni in 2010 and 2011 agreed ACE made their high school studies more meaningful.

� ACE motivates students to study in high school. Almost two-thirds (65%) of 2010 and 2011 engineering alumni agreed their ACE experience increased their academic motivation in high school.

� ACE persuades undecided participants to enter engineering schools. Approximately 43% of 2009, 2010, and 2011 alumni expressed some degree of doubt about pursuing engineering before they joined ACE. All of these students entered college with a declared major in engineering.

� In 2012 38% of ACE high school seniors entered 98 accredited engineering schools or other engineering programs.

“ACE changed my perspective about my future. Before ACE, I was unsure what I wanted to do. I had a general idea that it was construction related. After ACE I was 100% sure I wanted to become an engineer. I began attending NYU-Poly purusing a civil engineering degree.”

— 2011 alumnus, freshman