underprepared students, underprepared institutions: transformation 360º

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Underprepared Students, Underprepared Ins3tu3ons: Transforma3on 360º

www.my-‐ace.org diego@my-‐ace.org

Diego Navarro Founding Director & Instructor Academy for College Excellence (ACE)

WASC-‐Sr 2011 Academic Resource Conference

Underprepared Students & Ins3tu3ons

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QUESTIONS TO EXPLORE TODAY

What is the Academy for College Excellence (ACE)?

What are the needs of underprepared student?

What approaches work with these students?

What do colleges need to do to address these students?

Context Underprepared students and Ins3tu3ons

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Context Underprepared students and Ins@tu@ons


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What is the Academy for College Excellence?

PROJECT-‐BASED

Social Jus@ce Research Course

Movement

Computer Skills

English

Math

Career Planning

What is the ACE Model for Students?

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STUDENT COHORT Founda@on

Course Two Week Intensive

Integrated Courses •  Intensive •  Accelerated •  Transforma3ve

Bridge Semester 12-‐16 weeks

Behavior System

PROJECT-‐BASED


Team Self Management

PROJECT-‐BASED


Movement

Computer Skills

English

Math

Career Planning

Team Self Management

Behavior System

13.5 CREDITS

3 CREDITS

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What is the Academy for College Excellence?

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PROVEN SUCCESS IN DEVELOPMENTAL EDUCATION

Source: Jenkins, Davis, Zeidenberg, Ma]hew, and Wachen, John, “Educa3onal Outcomes of Cabrillo College’s Digital Bridge Academy: Findings from a Mul3variate Analysis,” Community College Research Center, Teacher’s College, Columbia University, 2009.

Cabrillo College Comparison Group

ACE Cohort Students


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Personal Life How to create countervailing force

to anchor students to college against their complex lives which pull them away

Academic Life

Poverty

Parental stress about $$

Unsafe Neighborhoods, Violence, Gangs, Guns,

Trauma, Domes3c Abuse

Substance Abuse, Addic3ons

Homelessness; Hunger

Death; Illness in family

Experienced Industrial Educa3on Model, Underperforming Schools

School does not ins3ll 21st century professional skills

Lack of “dorm life” and peer or alumni support

Courses lack relevancy or classes are not interes3ng

First in family to a]end college

No role models or cultural understanding of Higher Ed

Student Risk Factors Issues of life experience and circumstances

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“Probably wrong and definitely incomplete”

Getting to Know Who You Are

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Recuperative Strategies

Meeting One’s Dreams

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Rela@onship to SELF Rela@onship to OTHERS

Nega3ve experiences of school

Live in survival mode; fear and insecurity; Need to be super-‐vigilant and “watch their backs”

Lack self-‐awareness

Lack self-‐agency, self-‐regula3on, and the ability to delay gra3fica3on

Don’t see themselves as college students; Lack effec3ve habits for college success

Experiencing life as unfair and unjust

Bound to cultural pa]erns and expecta3ons

Students have complex lives

Lack of career awareness

Lack long-‐term goals

Student needs to work and contribute to family

Feel hopeless, trapped

Lack self-‐leadership skills to work effec3vely with others

Do not understand how to design effec3ve teams

Do not understand the condi3ons that create self-‐management in teams

Lack collabora3ve communica3on skills; Do not see the styles and strengths of teammates

Not handling their own bio-‐reac3on with others; Inappropriate behaviors; PTSD

Lack the tools and skills in leading/par3cipa3ng in ac3on

Unable to sense when others are not on board

Student Vulnerabili3es Issues that block or deter students from ligh3ng the fire within

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“Probably wrong and definitely incomplete”


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Intensity of Student Support R&D Solu3ons for Students

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Low

Med

High

Intensity

Types of Student Support

College provides usual services

ACE MODEL 24/7 Curriculum-‐based Peer Network Support

Current Dev Ed model of outside-‐class support services

Studen

t’s Magn

itude of

Risks a

nd Vul

nerabil

i3es

Intensity of Student Support Student Support Cost Comparison

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College provides usual services

COST OF DELIVER

Y

24/7 Curriculum-‐based Peer Network Support

Current Dev Ed model of outside-‐class support services

Low

Med

High

INTENSITY OF STUDENT SUPPORT

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17 © FSG Social Impact Advisors ACE1_Slide Library_090910

A College’s Total Incremental Program Cost per Cohort and per Student Drops Significantly After the First Couple of Years

(Analysis performed by FSG Social Impact Advisors)

Year 6

Year 5

Year 8

Year 10

$0

$7,000

Year 9

$6,000 $5,000 $4,000 $3,000

$25,000

$2,000 $1,000

Year 4

Year 7

Year 3

Year 2

$24,375

Year 1

Average Cost per student Average Cost per cohort

Growth Maturity

Total Incremental College Cost Divided by Cohorts per Year and Students per Year

0 50 150 250 350 450 450 450 450 450 # students served per year

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Professional Competencies

 Managing Ac3on   Project management

  Team self-‐management

  Par3cipa3ng in knowledge crea3on   Managing innova3on   Developing and selling one’s ideas   Budge3ng & proposal crea3on   Facilita3ng change

  IT Skills – MS Office Suite

  Culture of Knowledge Work

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 Team work

 Self-‐discipline  Seeing styles of others

 Compassion

 Non-‐violent communica3on

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Personal Competencies

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Academic Competencies

  Analyzing informa3on

  Becoming an expert

  Developing solu3ons & plans

  Learning to work in teams

  Purng thoughts into speech

 Wri3ng at college-‐level

  Learning math

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•  Repairs the damage done by past educa@onal experiences

•  Transforms student from the inside out

•  Helps them believe they can do it

•  U@lizes strength of student: social jus@ce focus

•  Creates a virtual dorm through the cohort model

How is ACE different than other programs?

We take students who know how to survive & persist

Help them translate these strengths

into the academic environment

So they become more effec@ve people,

not just more effec3ve students

What we do

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 Transform student from the inside out

 Recognize the importance of the affec3ve domain  Repair damage done by past life experiences  U3lize strength of student: social jus3ce focus  Help them believe they can do it  Synthesize diverse theories & prac3ces

How we do it

Rela3onship to Self

  Self-‐Iden3ty – Am I a student?

  Self-‐Efficacy – Can I make it in the academic world?

  Self-‐Determina3on – What professional career do I want?

  Self-‐Organiza3on – Can I set & achieve goals?

  Self-‐Regula3on – Can I control myself to achieve what I want?

Affec@ve Domain

Rela3onship to Others

  A]uned communica3on

  Empathy & social awareness

  Leadership & team work

  Social & emo3onal learning

  Belonging & community

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Create the condi3ons for learning by

allevia3ng symptoms such as:

Hyper-‐arousal

Loss of concentra3on

Emo3onal numbing

Intrusive thoughts

Bio-‐reac3on on minor s3muli

Repair Damage

Social learning theory

Self-‐efficacy theory

Self-‐regula3on theory

Language immersion theory

Neuroplas3city theory

Diverse theories & prac@ces

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How does ACE curriculum benefit students? Promotes persistence to later semesters


Accelerates them through the remedial sequence to transfer-‐level courses

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Accelerates them through the remedial sequence to transfer-‐level courses

Helps them accumulate college & transfer-‐level credits faster


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What do Colleges Need? #1

•  Develop the capacity for ac3on and change •  ACE Faculty Experien3al Learning Ins3tute and Professional Development workshops

–  Faculty: learn to work collabora3vely with peers –  Colleges: create a culture of effec3ve ac3on and change/innova3on

MAJOR STAGES OF ACE PARTNER COLLEGE RELATIONSHIPS

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ACE Adop3on Methodology

Discovery Due Diligence

Commit-‐ment

QUALIFYING •  Discovery •  Due Diligence •  Commitment

QUALIFYING STAGE (3 to 6 months)

Phase 1 Phase 2 Phase 3

Transi3on Planning

Imple-‐menta-‐ 3on

Live Cohorts

ACTIVATING •  Transi3on •  Implementa3on •  Live Cohorts

ACTIVATING STAGE (3 to 9 months)


Scaling Ins3tu-‐ 3onaliza-‐

3on

Steady State

SUSTAINING •  Scaling •  Ins3tu3onaliza3on •  Steady State

SUSTAINING STAGE (2 to 5 years)


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Scaling on Steady State


Commit-‐ment

Transi3on Planning

Live Cohorts

QUALIFYING STAGE

ACTIVATING STAGE

SUSTAINING STAGE

Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6 Phase 7 Phase 8 Phase 9

THE WORK OF ADOPTION IS COORDINATED IN EACH OF 5 TRACKS

ACE Adop3on Methodology

Curriculum

Professional Development

Scheduling

Management Of Change

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Recrui@ng & Student Support

Scaling on Steady State


Commit-‐ment

Transi3on Planning

Live Cohorts

QUALIFYING STAGE

ACTIVATING STAGE

SUSTAINING STAGE

Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6 Phase 7 Phase 8 Phase 9

ACE WORKSHOPS AND TOOLS PROVIDE SUPPORT AS NEEDED

ACE Adop3on Model

Professional Development

Management Of Change

Curriculum

Scheduling

Recrui@ng & Student Support

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ACE 302-‐C

Workshop Intersec3on of a Track + Phase Module name “ACE 302-‐C” means Curriculum Track near Phase 3

ACE SEA

Tools & Services ACE SEA (Self-‐Efficacy Assessment) tool is an example of ACE’s early

warning system

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•  Understand the impact of their interven3ons

•  Describe the theory of change and why the interven3on works

Pathway to Solu3ons

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Ar@culated Problems • Academic Needs • Risk Levels • Vulnerabili3es

Theories & Methods

Iden@fy Solu@on Ac@vi@es

Pilo@ng Solu@ons

Final Program Design

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Ac@vi@es Short-‐term Outcomes

(Bridge Semester)

Intermediate Outcomes

Long-‐term Outcomes

Target and Recruit Students

ACE Curriculum and Pedagogy ________

Founda@on Course

Bridge Semester

Support Approach

_______

Cohort Model

Personal development •Self-‐efficacy •Self-‐esteem •Awareness •Hope/op@mism •Iden@ty as college student

Skills & Knowledge •Academic •College & Career •Professional behaviors

21st Century Skills •Communica@on & Listening •Leadership •Teamwork

Peer Support Network

Credits Earned

Enrollment/Persistence

Credits

Academic Achievement and Progress

Self-‐Efficacy

Persistence

Comple@on

•  Community colleges represent a realis3c avenue to higher educa3on and success in life, but low-‐income, underprepared students who reflect a combina3on of risk factors are oxen not well served by those colleges through developmental educa3on programs.

•  Students from high risk groups must be given the opportunity through transforma3ve educa3onal experiences to develop the essen3al knowledge, technical skills, and creden3als that will allow them to succeed in the workplace.

Assump@ons

ACE Student Outcomes Logic Model

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Promote Integrity to ensure student outcomes

Integrity to the curriculum as experienced by the

students •  Founda3on Course •  Team Self Management •  Social Jus3ce Research

Course

Integrity to the model as it is implemented in a

cohort •  Behavior System •  Faculty lead role •  Faculty cohort role

Integrity to the model as implemented by the

college •  English / Math accelera3on •  FC teacher also teaches one

of the Bridge courses •  FELI training

To promote integrity: •  Create ACE Integrity Architecture to clearly define requirements; embed in adop3on methodology

•  Deliver workshops and ins3tutes to transfer understanding of ACE curriculum and approach

•  Provide adop3on support to faculty, staff and administrators regarding implementa3on and scaling

•  Create and implement cer3fica3on program for master mentors and teachers

•  Collect and analyze student outcomes data and feedback

•  Develop regional events to share experiences and develop new ideas

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Model of Factors Related to ACE Program

ACE Program Components

Sources of Self-Efficacy & Identity

Psychological Processes

Outcomes

Curriculum

Faculty

Enactive Mastery

Vicarious Experiences

Social Persuasion

Emotional Experience

Academic & Career Self-Efficacy

Leadership & Teamwork Efficacy

Performance

Behaviors

Attitudes Peer Support

Academic & Career Identity

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Understanding the Student Vulnerability Profile

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Understanding the Student Vulnerability Profile Structural Equa3on Model of ACE Process and Outcomes

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Higher Education Evaluation and Research Group (HEERG) N. Badway (2005 and 2007)

Two longitudinal studies examined characteristics of participants in the Foundation Course and Bridge Semester and the personal and academic growth related to participation.

Report 1 Student Outcomes Evalua<on Compares outcomes before and after DBA (now called ACE) to aggregate statistics on California community college students.

Report 2 Persistence and Achievement Analyzes retention, credits earned, and GPA during the DBA (ACE) program; persistence, credit accumulation, and grade point change subsequent to the first semester of DBA (ACE); and compares outcomes to other Cabrillo College students.

Academy for College Excellence (ACE) was formerly known as Digital Bridge Academy (DBA)

Na3onal Science Founda3on Funded Studies Data Collec3on and Evalua3ons

Funded by National Science Foundation Advanced Technology Education (ATE) grants

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Center for Justice, Tolerance & Community at University of California Santa Cruz Three studies in 2006 and 2007

⌃Passing the Torch: An Evaluation of the Digital Bridge Academy Replication (London, Smith, and George, 2006) Examined the pilot phase of faculty training, course curriculum and principles; Found that students of all ethnicities and geographic locations respond positively to the Foundation Course, and that the training approach was successful in helping faculty new to the DBA (ACE) embrace its components.

⌃Policy and Institutional Issues Related to Digital Bridge Academy Replication (Navarro, Smith, George, and London, 2006) Discussed the policy-related issues involved with replicating the program at other colleges.

⌃* Feeding The Fire: Professional Development and the Digital Bridge Academy Faculty Training (Schirmer, Rosner, London, Bullock, 2007) Examined how DBA (ACE) philosophy and curriculum aid faculty in teaching their DBA and non-‐DBA (ACE) courses; and the broader implications this has for faculty and community colleges.

Funded by The James Irvine Foundation⌃ and The William and Flora Hewlett Foundation*


University of California Faculty Training Studies Data Collec3on and Evalua3ons

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Columbia University: Community College Research Center Jenkins, D., Hayward, C. (2009)

Educational Outcomes of the Academy for College Excellence: Findings from a Multivariate Analysis

Compared educational outcomes of the first nine cohorts of DBA (ACE) students with other students at Cabrillo who did not participate in the program. This study found significant positive effects for participation in both the accelerated and non-accelerated versions of the DBA (ACE).


Columbia University CCRC Longitudinal Study Data Collec3on and Evalua3ons

Funded by The James Irvine Foundation⌃ and The William and Flora Hewlett Foundation*

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MPR Associates (2010-2015) in progress Evaluation of the Academy for College Excellence and its Variations at other Community Colleges

Rigorous quan3ta3ve evalua3on of ACE and various implementa3ons of the model on other campuses.

Evalua3ng both the student program and the Faculty Experien3al Learning Ins3tute (FELI).

Measures of student self-‐efficacy and other personal growth indicators will be analyzed with rela3on to achievement outcomes and student reten3on.

Will provide the Academy, the Gates Foundation, and participating colleges with data and information that will support ongoing program improvement and contribute knowledge to the field about features of the model that relate most strongly to positive outcomes for students.

ACE Evalua3on Design– for 5 year longitudinal study Funded by Bill and Melinda Gates Foundation

Gates Founda3on Funded Longitudinal Studies Data Collec3on and Evalua3ons

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•  Ability to facilitate change to adopt and scale innova3ons –  Educa3onal approach to faculty development and college leadership capacity building

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What has ACE learned about scaling?

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➡  CODIFY ➡  TEST ➡  STRATEGIZE ➡  MANAGE THE CHANGE


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➡  CODIFY Use replicable ar3facts (curriculum, training) to codify key insights and promote integrity

•  ACE Curriculum Kits •  ACE Professional Development

Document a clear, detailed approach to implemen3ng the innova3on at new ins3tu3ons

•  ACE Adop3on Methodology •  ACE Integrity Architecture

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➡  TEST

Pilot test the curriculum •  Five 40-‐hour pilots tes3ng nine sets of curriculum

Check to be sure it can be taught by non-‐founders

•  Third-‐party study •  Train-‐the-‐trainer test

Run tests that “push the envelope”

•  Scaling bonus for colleges to go beyond current cohort level revealed barriers


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➡  STRATEGIZE

Look for economies of scale in the rollout strategy

• ACE Regional Adop3on Model for Bridge Semester

•  But not for standalone Professional Development

Determine all roles that are cri3cal for success (not just faculty but also administrators and staff) and train them

• ACE Adop3on Workshops

Be clear about what’s required vs. recommended, and promote replica3on integrity

• ACE Integrity Architecture • ACE Integrity Audit

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➡  MANAGE THE CHANGE

Shared governance requires shared sponsorship

• Not just tops-‐down but also bo]oms-‐up approaches •  Bring together mul3ple levels & silos

Look at the larger system and work those levers

• ACE Elements Drive Systemic Change

Understand the mo3va3on of your early adopters vs. mainstream adopters and adapt rewards accordingly

•  Early adopters – Being part of the movement • Mainstream adopters – Making a living while doing something good

Underprepared Students, Underprepared Ins3tu3ons: Transforma3on 360º

www.my-‐ace.org diego@my-‐ace.org

Diego Navarro Founding Director & Instructor

WASC-‐Sr 2011 Academic Resource Conference