Affective Precursors To Academic Performance, Academy For College Excellence, 2013 Strengthening Student Success Conference

Affective Precursors to Academic Performance Panel Presentation
Diego Navarro, ACE Founder & Instructor at Cabrillo College Tue Rust, Math Instructor at Los Medanos College Sadie Reynolds, Sociology Instructor at Cabrillo College Rowena Tomaneng, Associate VP of Instruction at De Anza College
@myACEorg
/myACEorg
www.my-ace.org info@my-ace.org
Agenda 1. Introductions What is ACE? 2. Affective/Non-cognitive Pedagogical Exercise 3. Evidence of Effectiveness 4. ACE Model Program Variations Los Medanos College - Tue Rust Cabrillo College - Sadie Reynolds De Anza College - Rowena Tomaneng 5. Q&A
What is ACE?
ACE Integrates Affective Learning with Accelerated Academic Courses
What is ACE?
ACE Integrates Affective Learning with Accelerated Academic Courses ACE helps students learn 21st century skills develops their non-cognitive domain
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
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

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

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

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 effectiveness of accelerating the movement of students with basic skills needs to transfer-level English and math coursework
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ACE Program Variations

TABLE 1 ACE Program Variations Program Variations Target Student ACE Program Variation Coursework
Foundation Course ACE Team Self-Mgmt Other College Coursework Students attend regular college courses and programs.
Examples
Orient to professional skills, behavior, mindsets, and college culture: Nursing, Gen. Ed. requirements, Rad Tech, etc. Provide rich academic and community-building experience leveraging the student s exposure to social injustice. Medical Assisting, Green Jobs, Sustainable Construction, Agricultural Machinery, Respiratory Care, etc. Provide 24/7 peer-support in hyper-bonded community, through ACE affective curriculum Accelerated English and math, and Integrated Science using a project based course around which to integrate curriculum
Affective Orientatio n
College Prepared Students
Affective Summer n Bridge
Transitioi n g Students
Social Justic e Experientia l Course
Affective Support for CTE Affective Booster Learning Community (LC) Accelerated Academic Learning
CTE Students
Career Technical Educatio n
LC Students Developmental Educatio n / STEM Students
Linked courses
Project-based course to integrate curriculum
11

Examples
CTE Students
Linked courses
12

Examples
CTE Students
Linked courses
13

Examples
CTE Students
Linked courses
14

Examples
CTE Students
Linked courses
15

Examples
CTE Students
Linked courses
16
Bio-reaction
Stimulus
Conversant Solutions, LLC 2002 Clipart by Geo Images - http://clipartof.com/112680 http://www.123rf.com/photo_7930616
Bio-reaction
Stimulus
Amygdala Senses Threat
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Bio-reaction
Stimulus
Bio-reactive
RESPONSE!
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Bio-reaction
Fight
Stimulus
Bio-reactive
RESPONSE!
21
Bio-reaction
Fight
Stimulus
Bio-reactive
RESPONSE!
Flight
22
Bio-reaction
Fight
Stimulus
Bio-reactive
RESPONSE!
Flight
Freeze
23
Bio-reaction
Fight
Stimulus
Bio-reactive
RESPONSE!
Flight
Freeze
Appease
24
Your Experience of Bio-reaction

Have you ever had a bio-reaction?
25

Have you ever had a bio-reaction? Have you had a bio-reaction in the last 24 hours?
26

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

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?
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Fear & Valuable Communication
Stimulus
Conversant Solutions, LLC 2002
Stimulus
Amygdala Registers Threat

Stimulus

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

Stimulus
No

Automatic Response
Stimulus
Yes
Choice
No

Automatic Response
Stimulus
Yes
Choice
No
Justified Bioreaction

Fearful Explanation
Automatic Response
Stimulus
Yes Purpose
Valuable Discussion
Choice
No
Justified Bioreaction

Fearful Explanation
Automatic Response
36
Bio-reaction - Reflection
What did you learn from this exercise?
37
What did you learn from this exercise? What surprised you?
38
What did you learn from this exercise? What surprised you? Be aware for the rest of the day of your bio-reactions.
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Finding 1: Initial Academic Outcomes Are Replicable at Multiple Colleges, Some Serving Hundreds of Students
4 College Longitudinal Study of 658 Students
Demographics
ACE students from Cabrillo College, Hartnell College, Berkeley City College and Los Medanos College*
Fall 2010, Spring 2011, Fall 2011
N African American Latino Males 1 level below college-level in English 2 or more below college-level in English 2 or more levels below college-level in Math* Mean Age Completed GED 12.9% 58.7% 59.6% 40.4% 49.7% 85.9% 24 13.4 % 10.9 %
658 108 493 533 275 338 *from LMC only 55 (n=74) 115 94
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Evaluation of the Academy for College Excellence: Report on Implementation and Student Outcomes MPR Associates January 2013
No HS Diploma
Demographics
658 108 493 533 275 338 *from LMC only 55 (n=74) 115 94
43
No HS Diploma
Demographics
658 108 493 533 275 338 *from LMC only 55 (n=74) 115 94
44
No HS Diploma
Demographics
658 108 493 533 275 338 *from LMC only 55 (n=74) 115 94
45
No HS Diploma
Demographics
658 108 493 533 275 338 *from LMC only 55 (n=74) 115 94
46
No HS Diploma
Transfer-Level English Completion
Source: MPR Associates January 2013
*statistical significance <.01 twotailed test
**x% = [(ACE-Control)x100]/Control
Transfer-Level English Completion
2013 ACE Longitudinal Study Los Medanos College
2013 ACE Longitudinal Study Los Medanos College
MPR studys findings indicate that the ACE Programs academic outcomes are replicable at colleges adopting the ACE model, and
MPR studys findings indicate that the ACE Programs academic outcomes are replicable at colleges adopting the ACE model, and The ACE accelerated math approach shows strong results when integrated with the ACE social justice primary research course.
MPR studys findings indicate that the ACE Programs academic outcomes are replicable at colleges adopting the ACE model, and The ACE accelerated math approach shows strong results when integrated with the ACE social justice primary research course. ACE students experience a high velocity of advancement through transfer-level English and transfer-level math after attending the ACE program.
MPR studys findings indicate that the ACE Programs academic outcomes are replicable at colleges adopting the ACE model, and The ACE accelerated math approach shows strong results when integrated with the ACE social justice primary research course. ACE students experience a high velocity of advancement through transfer-level English and transfer-level math after attending the ACE program. ACE does not provide any support following the ACE program,
MPR studys findings indicate that the ACE Programs academic outcomes are replicable at colleges adopting the ACE model, and The ACE accelerated math approach shows strong results when integrated with the ACE social justice primary research course. ACE students experience a high velocity of advancement through transfer-level English and transfer-level math after attending the ACE program. ACE does not provide any support following the ACE program, The students utilize the supports available to all students at the community college.
Finding 2: Combining Non-Cognitive Learning and Accelerated English and Math Improves Students Academic Outcomes
Measuring Non-Cognitive Change in Students 3 time points
Foundation Course
2-Week Intensive
Affective Orientation
STUDENT COHORT
ACE Team-Self Management Course
College courses and programs
First Measurement
57
Foundation Course
2-Week Intensive
STUDENT COHORT
First Measurement
Second Measurement After Two Weeks
58
Foundation Course
2-Week Intensive
STUDENT COHORT
First Measurement
Second Measurement After Two Weeks
Third Measurement Four Months Later
59
ACEs Non-Cognitive Effect on Students

7 College Study of 535 Students
Notes: ***p < .001; **p < .01; *p < .05; statistical significance is based on comparison with Time 1 scores. The Y-axis represents the mean (average) score for each factor. Survey responses were based on a five-point scale, from strongly disagree to strongly agree for the non-mindfulness items and from never or very rarely true to always or almost always true for the mindfulness items. Each factor consisted of different numbers of items. Individual scores on each item in a factor were added together and divided by the number of items to arrive at a standardized scale of 1 to 5 points for each factor, regardless of the number of items included.
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ACE students who completed the ACE program exhibited significant gains in 8 mediating factors,
ACE students who completed the ACE program exhibited significant gains in 8 mediating factors, - reporting a statistically significant improvement at a p<.001 level in seven of the eight non-cognitive factors measured after the 2 week Foundation Course (FC).
ACE students who completed the ACE program exhibited significant gains in 8 mediating factors, - reporting a statistically significant improvement at a p<.001 level in seven of the eight non-cognitive factors measured after the 2 week Foundation Course (FC). The FC takes place during the initial two weeks of the term and focuses primarily upon developing positive noncognitive behaviors among students.
ACE students who completed the ACE program exhibited significant gains in 8 mediating factors, - reporting a statistically significant improvement at a p<.001 level in seven of the eight non-cognitive factors measured after the 2 week Foundation Course (FC). The FC takes place during the initial two weeks of the term and focuses primarily upon developing positive noncognitive behaviors among students. Four months later at the end of the semester 6 of the 8 non-cognitive factors maintain at the same level or improves

Examples
CTE Students
Linked courses
66
Program Variation Los Medanos College

Examples
CTE Students
Linked courses
68
Child Development ACE Cohort Model
English
STUDENT COHORT
ACE
Behavior System
ACE Faculty Cohort
Meets Weekly
Foundation Course
2-Week Intensive
Child Dev
ACE Team SelfManagement
Child Dev
Learning Community
of 2 or 3 Linked Courses
Child Development ACE Cohort Model
ACE Business Certificate Cohort Integrated Courses

Intensive Accelerated Transformative
The ACE Bridge Semester

Team Self ACE Team SelfManagement Management
Computer Keyboarding Skills
PROJECTPROJECTPROJECT-BASED BASED
Foundation Course
Two-Week Intensive
STUDENT COHORT
MS Office
Movement
Social Social Justice Entrepreneurship Research Course
Business Career English Planning
Math Business
Math Business English Communications
1.5 Credits.. 11.5 Credits
Behavior Behavior System System

16 weeks full-time attendance
71
Program Variation Cabrillo College

Examples
CTE Students
Linked courses
73
Reflections on Affective Change in ACE Students at Cabrillo College
The Foundation Course: Creating a Learning Community

ACE Behavior System
Learning Community Internal Transformation
Curriculum
Bonding
The Bridge Semester: from Internal to External Transformation

ACE PeerSupport & NonCognitive Approach
Learning Communit y
Projectbased Learning
Deepening Internal Transformation Strengthening the Learning Community External Transformation
Affective Change in ACE Students: from Internal to External Transformation

Cabrillo College Student Solidarity Club
Mark (VP), Sandra (VP), Chris (ICC Rep), Haley (Communications), Nate (Treasurer), Gretchen (Grants/scholarships), Sophia (member)
AB 955
Charlotte Achen President, Cabrillo Alpha Gamma Sigma Society President, Cabrillo Student Senate Awardstoo numerous to list here
Assembly 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 wildfire to 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 AB955
PHONE: (916)445-2841 EMAIL: http://govnews.ca.gov/gov39mail/mail.php
Affective Change in ACE Students:
Robbie DeMarco, Learning Communities Intern
Before I started ACE, I had no direction or meaning in my life. I just had been released from jail for a drug related crime. In the past I had thought of going to college, but the thought of taking college level English and math classes was unimaginable to me at the time. A friend told me about ACE, and that it prepares students for college level classes. I signed up and it positively changed my life forever. The Foundation Course was amazing. The activities really helped me become aware of my thoughts and actions and improve my communications skills. The ACE courses were vital in helping me acquire skills in essay writing and computers while also building confidence.
GPA: 3.71
Affective Change in ACE Students:
Robbie DeMarco, Learning Communities Intern (cont.) My Social Justice course was great too. My group did a research project on the economic downturn and from that class I acquired a deep passion for social justice. I started at low levels in math and English and have since worked all the way to the top, completing English 2 and Statistics recently. I am completing an AS Degree in Human Services and next fall I will be transferring to UCSC for a BA in Sociology. My essay Altruism over Racism received first place in Cabrillo 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 Variation De Anza College

Examples
CTE Students
Linked courses
79
Program Variation De Anza College
Why the ACE model for De Anza?

Cost-effective, scalable, proven impact on student success, retention, and persistence Data includes non-cognitive mediating factors correlating to student completion
Curriculum supports faculty from experiencing burn out from intensity of teaching in cohort programs
Curriculum puts into practice a pedagogy of hope, developing self-awareness and self-efficacy that lead teachers and students to social action
De Anza Preliminary Findings

Faculty Experiential Learning Institute (FELI)
60 DA Faculty, Support Staff have participated in FELI
Foundations of Leadership Summer Institute

20 students registered and 20 students completed the course Demographic of participants: African Ancestry, AAPI, Latina/o, multiracial From one of our students:
First time EVER taking a class that NOBODY DROPPED after the first day or two First time seeing everyone show up EVERYDAY to class and many were taking the bus... Before taking this class, I thought that wisdom/knowledge could only come from outside of school. This class changed my mind.
Initial 6 FELI participants are undergoing master mentor training

From our faculty and staff: The FELI made me understand on a very deep and personal level why experiential and affective learning needs to be integrated into our programs I think its great to look at ourselves, our curriculum, our pedagogy and figure out how we can be more better teachers for our students, whatever better means.
Q&A
ACE One-day Introductory Workshop

Start your path to become an expert at teaching to the affective domain by attending a ACE One-day Introductory Workshop
Community Room, L-109
85

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.
86

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.
Date and Time: Friday November 22nd, 2013, 9am - 4pm PST Location: Los Medanos College, Pittsburg, CA Library Community Room, L-109
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Upcoming 2014 ACE Five-day Experiential Learning Institutes
ACE FELI Santa Cruz Cabrillo College

Jan 6-10, 2014 June 2-6, 2014
For information or to register go to: www.my-ace.org You may also email us at: info@my-ace.org
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Thank you
Next Steps Please fill-out interest form
Email us at info@my-ace.org www.my-ace.org
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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

What is ACE? (cont.)

What is ACE? (cont.)

What is ACE? (cont.)

What is ACE? (cont.)

ACE Program Variations

College Prepared Students

Affective Summer n Bridge

Social Justic e Experientia l Course

Career Technical Educatio n

LC Students Developmental Educatio n / STEM Students

Project-based course to integrate curriculum

ACE Program Variations

College Prepared Students

Affective Summer n Bridge

Social Justic e Experientia l Course

Career Technical Educatio n

LC Students Developmental Educatio n / STEM Students

Project-based course to integrate curriculum

ACE Program Variations

College Prepared Students

Affective Summer n Bridge

Social Justic e Experientia l Course

Career Technical Educatio n

LC Students Developmental Educatio n / STEM Students

Project-based course to integrate curriculum

ACE Program Variations

College Prepared Students

Affective Summer n Bridge

Social Justic e Experientia l Course

Career Technical Educatio n

LC Students Developmental Educatio n / STEM Students

Project-based course to integrate curriculum

ACE Program Variations

College Prepared Students

Affective Summer n Bridge

Social Justic e Experientia l Course

Career Technical Educatio n

LC Students Developmental Educatio n / STEM Students

Project-based course to integrate curriculum

ACE Program Variations

College Prepared Students

Affective Summer n Bridge

Social Justic e Experientia l Course

Career Technical Educatio n

LC Students Developmental Educatio n / STEM Students

Project-based course to integrate curriculum

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

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

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

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

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

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

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

Your Experience of Bio-reaction

Your Experience of Bio-reaction

Your Experience of Bio-reaction

Your Experience of Bio-reaction

Fear & Valuable Communication

Conversant Solutions, LLC 2002

Fear & Valuable Communication

Amygdala Registers Threat

Fear & Valuable Communication