Resources for Affiliates, Mentors, and Students

Project Design – Curriculum + Schedule

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ACE Virtual Curriculum Catalog

Affiliate Virtual Curriculum Examples

Sample Curriculums

Sample Schedules

The ACE program is a form of informal education.  ACE does not mandate a fixed curriculum or formally measure students’ mastery of a prescribed body of knowledge or skills.  Rather, mentors follow a general programmatic model and draw upon a tested body of hands-on activities which reflect many aspects of designing and constructing a building. 

ACE follows a project-based learning strategy.  Project-based learning involves students’ exploration of a real-life, complex question by working for an extended period of time on a project that will show what they have learned and discovered.

Affiliates flexibly design their curriculums and schedules to suit their circumstances and capabilities.  Examples are provided below.

ACE Virtual Curriculum Catalog

ACE Virtual Curriculum Catalog is a tool for affiliates and mentors: a collection of virtual presentations & activities, organized by topic, that can be used to develop and/or supplement ACE virtual programming, depending on the need of your affiliate.

Organized by topic, affiliates can use the sort and filter functionality to organize the information using a variety of parameters such as lesson format, activity type, etc. Affiliates can also download this as an excel file to use as a template for their own curriculum.

If your affiliate has any virtual resources that can be shared with other affiliates, please contact your Regional Director.

Affiliate Virtual Curriculum Examples

Affiliates generally follow one of two models in designing their curriculums, the variable being when work begins on the final project.

Some affiliates, during the first half of the program, introduce students to different fields in the design/construction industry and teach basic skills (e.g., scale, structural forces) that are employed in developing the final project.  The second half of the program focuses entirely on producing the final project.

Other affiliates immediately begin work on developing the final project, breaking it down into component parts (e.g., architectural design, mechanical and electrical engineering, structural engineering, landscape architecture) which become the topic of one or two sessions.

ACE GREATER PHILADELPHIA

- CURRICULUM SPREADSHEET

- PROGRAM MARKETING MATERIALS

ACE RALEIGH, NC

- CURRICULUM OUTLINE WITH VIDEO LINKS

- PROGRAM DOCUMENTATION

ACE GREATER NEW YORK

- VIRTUAL RESOURCE LIBRARY

Please contact your Regional Director for access information.

ACE GREATER WASHINGTON DC

- MENTOR DEVELOPED VIRTUAL ACTIVITIES

Sample Curriculums

Affiliates generally follow one of two models in designing their curriculums, the variable being when work begins on the final project.

Some affiliates, during the first half of the program, introduce students to different fields in the design/construction industry and teach basic skills (e.g., scale, structural forces) that are employed in developing the final project.  The second half of the program focuses entirely on producing the final project.

Other affiliates immediately begin work on developing the final project, breaking it down into component parts (e.g., architectural design, mechanical and electrical engineering, structural engineering, landscape architecture) which become the topic of one or two sessions.

CURRICULUM PACKAGES

- ACE GREATER PHILADELPHIA CURRICULUM KIT

- ACE AUSTIN, TX CURRICULUM

- ACE EASTERN IOWA CURRICULUM

CURRICULUM MODEL | ACE CHICAGO

STUDENT RESOURCE HANDBOOKS

- ACE SARASOTA

- ACE ATLANTA

Sample Schedules

Most affiliates organize a program that meets approximately 15 times for two hours per session. Some programs convene shortly after school, while others meet near the end of the work day.

Most programs begin in the early fall (mid- or late October) and meet on the same day every other week, with interruptions for holidays.

A few affiliates compress the program into a series of weekly, rather than bi-weekly, meetings during the first or second semester of the year. These affiliates feel this model allows a more concentrated focus and maintains a regular momentum.

The decision to follow a weekly or a bi-weekly schedule depends entirely on the choice of mentors and students as well as on the availability of mentors.

- ACE GREATER NEW YORK

- ACE SARASOTA

- ACE ATLANTA

- ACE LOS ANGELES - ORANGE COUNTY

- ACE EASTERN IOWA