Answering the Call of Excellence (ACE)

In March 2017, administrators completed the ICAT and participated in the World Café process. Results of that process identified the institution’s lowest level of capacity as equity. Although the College regularly disaggregates data by race/ethnicity, Pell status, age, gender, and other factors impacting student success, the performance gaps detected by the data aren't always addressed. As a result of the ICAT findings, the institution is engaging in conversations to generate actionable ideas for improvement and advancement to ensure access and success for all students.

Cohort reports for the institution continue to show that African-American males have the lowest rates of learning support and gateway course completion and overall persistence of any other subgroup of WGTC students. To address that gap, WGTC has initiated Answering the Call of Excellence (ACE), a program  intended to bring primarily African American male students together to enhance their social integration and academic success at WGTC, providing both internal and external resources. ACE offers the potential for academic enrichment, leadership development, and self-actualization, as well as opportunities for students to network with community leaders through planned social, recreational, and educational activities. Although ACE has been operating for several years, it has lacked a systematic method of tracking student participant progress.

In the past two years, ACE has been redesigned to include the ACE Intervention Program (AIP), a retention strategy that adds a combination of workshops, intrusive advising, and insight-oriented intrusive advising to the existing program services. Through AIP, program advisors identified first semester African-American males on academic probation and emailed personal invitations for advisement sessions to help them transition from probation to good academic standing. Although the highest response rate (by campus) was only 29%, the outcome was considered successful on several levels. The term-to-term retention rates (by campus) of A-A male students who responded ranged from 39% to 80%, averaging 67%. The initial advising sessions also led to mentoring relationships, which have shown in a number of studies to be effective in the persistence and graduation rates, as well as career success, of African-American male students. Although the small sample size (n=57) precludes any inference about scaling up, the success of intrusive advising strategy holds promise as the most effective retention tool of the ACE program.

ID 16946

To contact this college about this intervention, take note of the ID above, ID #16946, and then fill out the intervention contact request form

Please note that for security purposes, contact information can only be provided to known contacts at active Achieving the Dream institutions.

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