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Assessment of learning has been embedded in higher education for decades. As educators have recognized that academic advising is an important component of learning, the assessment of academic advising has become a necessity and is critical to its success in the future.

Experiences of Black students at a large, predominantly White, border-state university that houses one of the few comprehensive Black Studies programs in the nation were examined. Previous research has shown that the level of Black identity development of Black college students varied from one higher educational institution to the next. Based on an analysis of student responses on "The Black Ideology Scale," those who enrolled in Black Studies courses felt less pressure to focus on extraneous issues (e.g., "stereotype threat," meeting expectations rooted in White cultural norms as embodied in the values and behaviors of White students and faculty) and were able to focus on their work and improve their academic performance. Results of the analysis also revealed a statistically significant relationship between identity development and increased persistence, i.e., students becoming more knowledgeable about themselves, their history and culture; and believing themselves to be equipped to succeed in an often hostile or indifferent environment. (Contains 2 footnotes and 5 tables.)

Black students enrolled in predominantly White colleges and universities (PWCs) have historically had difficulty persisting and graduating at the same rate as their White counterparts. In constructing services for Black students in their transition to college, institutions have overlooked the academic programs designed to support Black students and their intellectual and interpersonal development and thereby positively impacting their retention and graduation rates. At the University of Louisville, the growth and development of the Department of Pan-African Studies (PAS) over the past 40 years has contributed to the "Black Studies Effect." This article examines the empirical research on students who have taken courses in or graduated from PAS and its impact on their academic performance, rate of persistence, and racial identity formation from the theoretical viewpoint of resiliency. [ABSTRACT FROM AUTHOR]