This is an archive of the ACE Workshop website. While all of the original content is available, some features (like forms) may no longer work and there may be broken links (indicated with a strike-through). 


The ACE 

A guide for decision-making and professional development planning during times of crisis.

The ACE Student Guide

When you received your letter of acceptance to college, you probably never imagined that your college experience would coincide with a global pandemic. As a student, you are facing challenges that, at the very least, complicate your engagement in the classroom: the threat of COVID-19 to you and your loved ones, sudden homelessness or unemployment, returning to unsupportive or abusive families, dealing with lack of access to internet, technology, resources, and space. You are trying to learn while your sense of safety and wellness may be in shambles. You may also be grieving right now: for the loss of loved ones, a global loss of hundreds of thousands of people, loss of your daily life as you once knew it, loss of the “normal” college experience you worked hard for. Against the backdrop of the killings of George Floyd and Brionna Taylor and the explosion of Black Lives Matter protests, you may feel vulnerable, afraid, angry, or helpless. The challenges of COVID are hitting Black and Brown communities hardest, and the overlaps between this country’s racism and the reality of the pandemic may be overwhelming for you or for people you care for.

We created this guide with the understanding that, above all else, students need compassion, support, and patience right now. These suggestions, techniques, and resources can’t provide solutions for the collective or individual trauma and pain that you may be experiencing, but we hope that this can be a starter kit if you need help navigating being in school during a challenging time. We would appreciate hearing from students about this page. What else can we include that would be helpful? What do you need to see here? Email your ideas to us at and will we continue to improve this resource.

Basic Needs Resources

You can’t learn if you are anxious about food and shelter and other basic needs. If you are experiencing food or housing insecurity, know that there is help available to you at PSU and beyond.

Self Care

You are under constant stress. Be kind to yourself and find ways to recenter, have fun, and find rest. Check out “Supporting Your Mental Health During COVID-19” via for articles and guides.

  • Take care of your body. Drink water, eat three meals, get enough sleep, try to maintain regular routines, find ways to engage creatively or express how you are feeling with writing, drawing, gardening, DIY-ing, exercising, cooking, etc. 
  • Find ways to connect. Quarantining can feel lonely and draining. Find physically-distant ways to connect with friends, family, and coworkers.
  • Consider ergonomics. Notice what your body is telling you about your work setup. If you feel back, eye, wrist strain, adjust your workstation. 
  • Step away from news and social media. It’s important to be informed but constant negative information can greatly affect your wellbeing. Find ways to stay informed and be engaged, while allowing yourself space to nourish yourself. 
  • Center self-care in your protest work. If you are involved with Black Lives Matter or other protest work, particularly work that focuses on fighting identity-based oppression, it can be helpful to learn from other activists about how they recharge and find community in the midst of the hard work of making social change.
  • Be kind to yourself. Things are hard. Forgive yourself for emotional responses you might be experiencing or difficulties you might be having with academics.

Communicating with Professors & Self-Advocating

As much as you are comfortable, keep your professors and advisors informed of the challenges you might be facing. Having this knowledge can help the instructor shape the delivery of their content or adjust things to better suit their students’ individual situations.  

Inform your professor of your needs. Your instructor will be able to plan their instruction accordingly if they know about your situation. Think about things like:

    • Technology or connectivity you are working with. Are you only able to access the internet with your smartphone data? Are you on a limited data plan? Do you use your smartphone to do work? With this information, professors can make better decisions about how they deliver information.
    • Availability and ability for synchronous work. Do you have work full or part time? Did you have to move back home where there is a time zone difference? Do you have relatives or children you need to take care of? These factors will affect your ability to attend a scheduled Zoom class or be on Zoom at all.
    • Necessary accommodations for technology. Do you use a screen reader? Do you need video transcripts or captions in order to engage in your classwork? It is your right to have equal access to instruction and your professor will work with you to ensure your experience in the class is the same as everyone else’s. Contact Campus Accessibility Services for additional information and support.    
  • Sometimes, reaching out for help is hard. The alternative— having to struggle on your own— is much harder. You can use “Form letters for emailing your prof” (via @wisebeck on Twitter) as a jumping off point to compose an email to your professor or advisor. 
  • Involve your advisor. Your advisor is there to help advocate for you. You can “cc” them on emails or set up an appointment to get advice and support. Find out who your advisor is on MyPlymouth.

Strategies for Online Success

For lots of students, online learning is completely new territory. With any new experience comes difficulties and frustration. Rework the strategies that work for your face-to-face classes; there’s no need to reinvent the wheel!

  • Find a way to stay organized that works for you. When the majority of your work is online and different professors use different tools to do work and communicate with you, it’s easy to get lost. Find a way to organize assignments and due dates that works for you. Here are some places to start:
  • If possible, set up a study environment for you to do work. A quiet, organized space dedicated to getting work done can help you establish routines and get into the headspace for working. With relatives home working right alongside you, this can be difficult. At the very least, find a comfortable spot and limit your distractions.
  • Give yourself a break. We don’t just mean find breaks in between working (although it’s not good for anyone to spend hours at a time on their computers; so, yes, find time for stretch breaks and to rest your eyes), but also give yourself a break for producing work that might not be reflective of your usual ability. Prolonged trauma impacts executive functioning; there’s a scientific reason why you might be having problems with memory, motivation, and focusing. 

About the Workbook

The Workbook is an online space for you to record your reflections and assignments for the Workshop.

Participants at PSU will be using an Office 365 Word Document (available via the “Files” section of the “General” channel in the ACE Workshop Teams space).

Participants at other institutions should check with their Workshop Facilitator(s) about where to work on their Workbook.

About the Discussion Forum

The Discussion Forum is an online space where all the members of the Workshop can share ideas and reflections and build community

Participants at PSU will be using the ACE Workshop Teams space).

Participants at other institutions should check with their Workshop Facilitator(s) about where to access their Discussion Forum.

About the VidSpace

The VidSpace is an online space for synchronous video meetings among participants (that can also be recorded and shared for asynchronous access).

Participants at PSU will be using Zoom (available via the Zoom tab in the ACE Workshop Teams space).

Participants at other institutions should check with their Workshop Facilitator(s) about where to access their VidSpace. 

About the ACE “Institutional Level”

The ACE Framework is primarily designed for faculty who are readjusting their curriculum during times of regional, national, or global crisis. But in order for the work that faculty do with their assignments and courses to be most effective, it should be aligned with the institutional mission, which should guide policy and structural planning related to curriculum and teaching.

The institutional level of the framework is a reminder to faculty that if their adjustments at the assignment- or course-level are difficult to operationalize successfully, it could be due to larger policies and structures that are mis-aligned with the ACE Framework; advocacy may be warranted to bring the institution into alignment.

The institutional level of the framework is also a call to university policy-making committees, administrators, Boards of Trustees, and legislators that there is much work to be done to prepare university policies and structures to support students and faculty who are learning and teaching through challenging times.