affective precursors to academic performance, academy for college excellence, 2013 strengthening...

8/13/2019 Affective Precursors to Academic Performance, Academy for College Excellence, 2013 Strengthening Student Success Conference

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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

[email protected]


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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?


Exercise



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?


Academic Courses

ACE

helps students learn 21st century skills

develops their non-cognitive domain

5


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What is ACE?


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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education journey

how students experience the first three weeks of college

enrollment can significantly impact their achievement

8


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education journey


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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students are more likely to succeed if they have certainaffective behaviors when they begin their highereducation journey


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


Program

Variations

Target

Student Examples

Foundation

Course

ACE Team

Self-Mgmt

Other College

Coursework

Affective

Orientation

College Prepared

Students






college courses and

programs.

Affective

Summer Bridge

Transitio

n

i ng

Students




Course

Affective







Affective Booster

Learning




Linked courses

Accelerated

Academic

Learning

Developmental

Education / STEM

Students








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13


Program

Variations

Target

Student Examples

Foundation

Course

ACE Team

Self-Mgmt

Other College

Coursework

Affective

Orientation

College Prepared

Students






college courses and

programs.

Affective

Summer Bridge

Transitio

n

i ng

Students




Course

Affective







Affective Booster

Learning




Linked courses

Accelerated

Academic

Learning

Developmental

Education / STEM

Students







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14


Program

Variations

Target

Student Examples

Foundation

Course

ACE Team

Self-Mgmt

Other College

Coursework

Affective

Orientation

College Prepared

Students






college courses and

programs.

Affective

Summer Bridge

Transitio

n

i ng

Students




Course

Affective







Affective Booster

Learning




Linked courses

Accelerated

Academic

Learning

Developmental

Education / STEM

Students







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15


Program

Variations

Target

Student Examples

Foundation

Course

ACE Team

Self-Mgmt

Other College

Coursework

Affective

Orientation

College Prepared

Students






college courses and

programs.

Affective

Summer Bridge

Transitio

n

i ng

Students




Course

Affective







Affective Booster

Learning




Linked courses

Accelerated

Academic

Learning

Developmental

Education / STEM

Students







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16


Program

Variations

Target

Student Examples

Foundation

Course

ACE Team

Self-Mgmt

Other College

Coursework

Affective

Orientation

College Prepared

Students






college courses and

programs.

Affective

Summer Bridge

Transitio

n

i ng

Students




Course

Affective







Affective Booster

Learning




Linked courses

Accelerated

Academic

Learning

Developmental

Education / STEM

Students







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1. Introductions

What is ACE?


Exercise





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




19


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Bio-reaction

Stimulus

Amygdala

Senses

Threat




Bio-reactiveRESPONSE!

20


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Bio-reaction

Stimulus

Amygdala

Senses

Threat




Fight


21


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Bio-reaction

Stimulus

Amygdala

Senses

Threat




Fight

FlightBio-reactiveRESPONSE!

22


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Freeze

Bio-reaction

Stimulus

Amygdala

Senses

Threat




Fight

FlightBio-reactiveRESPONSE!

23


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Freeze

Bio-reaction

Stimulus

Amygdala

Senses

Threat




Fight

Flight

Appease


24


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Your Experience of Bio-reaction

Have you ever had a bio-reaction?

25


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Have you had a bio-reaction in the last 24 hours?

26

f


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Why is it important to be aware of your bio-reactions?

27

i f i i


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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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Stimulus

AmygdalaRegisters

Threat

Conversant

Solutions, LLC 2002

F & V l bl C i ti


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Stimulus

Bioreactive

Response

(Fight,Flee,

Freeze,

Appease)

AmygdalaRegisters

Threat

Conversant

Solutions, LLC 2002

F & V l bl C i ti


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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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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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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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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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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



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What surprised you?

38



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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?


Exercise




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


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



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g g yDemographics

43



N 658


Latino 58.7% 493

Males 59.6% 533

1 level below


2 or more below




*from LMC only

55 (n=74)

Mean Age 24







MPR Associates

January 2013



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g g yDemographics

44



N 658


Latino 58.7% 493

Males 59.6% 533

1 level below


2 or more below




*from LMC only

55 (n=74)

Mean Age 24







MPR Associates

January 2013



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Demographics

45



N 658


Latino 58.7% 493

Males 59.6% 533

1 level below


2 or more below




*from LMC only

55 (n=74)

Mean Age 24







MPR Associates

January 2013



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Demographics

46



N 658


Latino 58.7% 493

Males 59.6% 533

1 level below


2 or more below




*from LMC only

55 (n=74)

Mean Age 24







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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January 2013



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January 2013



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January 2013



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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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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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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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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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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



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g g g p

58

First

Measurement

Second

MeasurementAfter Two Weeks

STUDENT

COHORT

Foundation

Course2-Week IntensiveAffective Orientation


Course

College courses

and programs



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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


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



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ACE students who completed the ACE program exhibited

significant gains in 8 mediating factors,



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significant gains in 8 mediating factors,- reporting a statistically significant improvement at a

p


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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




5. Q&A



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g

66


Program

Variations

Target

Student Examples

Foundation

Course

ACE Team

Self-Mgmt

Other College

Coursework

Affective

Orientation

College Prepared

Students






college courses and

programs.

Affective

Summer Bridge

Transitio

n

i ng

Students


community-building experience

leveraging the students exposure


Course

Affective







Affective Booster

Learning



hyper-bonded community,

through ACE affective curriculum

Linked courses

Accelerated

Academic

Learning

Developmental

Education / STEM

Students






Program VariationLos Medanos College


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Program

Variations

Target

Student Examples

Foundation

Course

ACE Team

Self-Mgmt

Other College

Coursework

Affective

Orientation

College Prepared

Students






college courses and

programs.

Affective

Summer Bridge

Transitio

n

i ng

Students



leveraging the students exposure


Course

Affective







Affective Booster

Learning





Linked courses

Accelerated

Academic

Learning

Developmental

Education / STEM

Students






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

71

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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Program

Variations

Target

Student Examples

Foundation

Course

ACE Team

Self-Mgmt

Other College

Coursework

Affective

Orientation

College Prepared

Students






college courses and

programs.

Affective

Summer Bridge

Transition

i ngStudents



leveraging the students exposureto social injustice.

Social Justice ExperientialCourse

Affective







Affective Booster

Learning





Linked courses

Accelerated

Academic

Learning

Developmental

Education / STEM

Students






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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79


Program

Variations

Target

Student Examples

Foundation

Course

ACE Team

Self-Mgmt

Other College

Coursework

Affective

Orientation

College Prepared

Students






college courses and

programs.

AffectiveSummer Bridge

Transition

i ngStudents



leveraging the students exposureto social injustice.

Social Justice ExperientialCourse

Affective







Affective Booster

Learning





Linked courses

Accelerated

Academic

Learning

Developmental

Education / STEM

Students






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





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


Community Room, L-109



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Start your path to become an expert at

teaching to the affective domain by attending a


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

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