The Rubenstein-Bing Student-Athlete Civic Engagement Program (ACE) strives to provide Duke and Stanford University D-I student-athletes with short-term, immersive, and consequential service opportunities that complement their skills and provide opportunities for growth through engagement and reflection.
Thanks to the generous support of David Rubenstein, Duke ’70 and Helen and Peter Bing Stanford ’55, Duke and Stanford Athletics announced the creation of the ACE program in 2015. Over the past five years, ACE has become a unique, one-of-a-kind program that highlights the power of collaboration and a commitment to offering a signature service experience and a national model for student-athlete engagement. We pause now to reflect back on the last five years and the goals we have for the future of the program.
ACE PROGRAMS
In the inaugural summer of 2016, forty student-athletes from Duke and Stanford participated in international community-based service experiences in China, India, South Africa, and Vietnam. Working with local community partners, student-athletes taught classes, coached sports, and undertook basic construction projects. In the following three summers, 117 additional student-athletes returned to these communities to continue engagement, build partnerships, and immerse themselves in other cultures. In Summer 2019, the Peru program location rotated in for the India program to fulfill the program’s strategic plan goal to add a Spanish-speaking and environmentally focused program.
After COVID-19 led to the cancellation of international travel in spring 2020, the program developed and launched ACE in Place, an optional five-week online engagement experience for our 2020 accepted student-athletes. ACE in Place participants took part in a weekly skills-building sessions led by university staff and community partners, as well as a community-building conversations led by Peer Ambassador Leaders (PALs), ACE alumni who co-lead and mentored the ACE in Place participants through weekly discussions and reflection. ACE in Place provided thirty-four participants with the opportunity to join the ACE community and prepare for future engagement experiences.
ACE in China
We both came to the realization that while we had been occupying the role of “teacher,” the process of learning ended up being a two-way street. The kids helped us learn more about ourselves as Duke/Stanford student-athletes and made us grow closer to one another through all the planning and hands-on activities that we enjoyed on a daily basis. As the kids became more comfortable with us and the flow of camp, some of the older boys started acting aggressively and revealed their extremely competitive nature. … Luckily, I (Brandon) was able to provide the same outlet for them that I utilize myself—wrestling. With a roll of duct tape and all the cushions, bedding, and yoga mats I could find, I constructed a makeshift wrestling mat. The first day it was revealed, it was an instant hit. It felt incredible for me (Brandon) to be able to share my passion for the sport and positively influence these young boys.
- Brandon Kier (Stanford Wrestling) and Riley Hickman (Duke Men's Swimming & Diving)
ACE in South Africa
Now back on U.S. soil, I’ve used the last few days to decompress and to reflect heavily on our trip to South Africa. As expected, I’ve had many people ask me how my time in Africa was and what it was we did there….The number one thing this experience has given me is perspective. I believe this to be one of the most important qualities (if not the most important quality) to have in order to be a good traveler, coworker, teammate, partner, and basically any other role you can think of. Perspective gifts cohesiveness, empathy, and understanding. Not only gaining perspective, but changing perspective as well. This is what I plan on bringing back to my team and community.
- Sean Tate (Duke Men's Swimming & Diving)
ACE in Vietnam
I learned about friendship, in its truest form, the form where communication is not necessary because there is a mutual respect and admiration for the other party. I admired my students for their unrelenting desire to learn. I admired my fellow American coaches for their wit, their humor, and their dedication to the students above all else. And I admired our Vietnamese counterparts for their tolerance, their ability to be the go-between for us and the kids, and for their desire and willingness to better themselves.
- Madison O'Leary (Stanford Women's Lacrosse)
ACE in Peru
Before I set foot in Peru, I made it a goal to learn as much as I could about the country while there: the culture, the language, the people. I was fully immersed in the Peruvian culture, trying new foods, experiencing the traditions, and understanding the history and elements that make up this country. The experience transformed my love for Spanish. I became far more advanced in my speaking and understanding, and that allowed me to absorb every moment there. After everything, there is not one aspect of Peru that will stick with me for the rest of my life more than my interactions with the people there. Our relationships began over the commonality of a language, and continued to blossom from the desire to learn about each of our own lives.
- Emily Schultz (Stanford Women's Softball)
ACE in India
The first week at school I was expecting there to be more structure and planned our lessons with a certain expectation in mind. I quickly learned that the best thing to do was not have a super detailed plan and to allow myself to go with the flow. I ended up learning way more from the kids and the teachers by integrating myself into their school structure than I would have learned by trying to stick to my original lesson plans. I’ve always found comfort in having a plan and knowing what to expect, but the most meaningful part of the experience was embracing being uncomfortable by being in a brand new place and immersed in a culture different than my own. I feel more confident approaching things I haven’t experienced before both personally and professionally because ACE showed me how much more you can grow by being uncomfortable. Just as sports taught me lessons you can’t learn in a classroom, ACE gave me experiences I wouldn’t have had anywhere else in my college experience.
- Meagan Lew (Duke Women's Rowing)
ACE in Place
ACE in Place was symbolic of the times we live in: Nothing is going to be perfect, let alone expected, but we have to make the most of it. This emphasis on flexibility is something that was constantly reinforced throughout ACE in Place, a reminder to myself and my fellow ACE participants that we must be willing to accommodate not only our actions but our mindsets and perspectives to an ever-changing world.
- Joe Cullen (Duke Men’s Cross Country & Track and Field)
ACE BY THE NUMBERS
Since 2016, almost 200 Duke and Stanford student-athletes have participated in one of our ACE summer service experiences. Team participation has continued to increase each year of ACE programming. In all, 22 Duke and 29 Stanford teams are now part of the ACE community. But, ACE is more than a summer service experience. Over half of the participating student-athletes have become ACE Ambassadors after returning from ACE summer programming. Many of these Ambassadors remain affiliated with ACE through the rest of their undergraduate experience.
After returning from their ACE experience, each student-athlete creates a unique Action Plan. ACE alums are encouraged to focus their plan on one of the following areas: academic/professional development, ongoing service, issue awareness, or athletic development/leadership. Based on their Action Plans, ACE alums have created service opportunities for their teams, taken language classes and pursued other related academic coursework, and applied for service post-graduate fellowships. Almost 70% of student-athletes plan to spend a year or more on their Action Plans, allowing for time around their academics and athletics schedules to see their Action Plans to completion.
ACE Impact: Success in the Field
Through their ACE service experiences, Duke and Stanford student-athletes leverage both their knowledge of sports and their educational accomplishments to make a positive impact. ACE provides a unique opportunity for student-athletes to travel abroad; to engage in leadership and teamwork skill development in a non-athletic context; and to learn about and experience inter- and cross-cultural learning. Across Duke and Stanford University campuses, ACE is increasingly perceived as a positive part of the student-athlete culture. ACE experiences help participants become more effective leaders, contributing to the service and engagement culture of their teams.
ACE introduces student-athletes to issues facing other communities across the world, helping participants to recognize and understand global inequalities. The majority of ACE alumni report that their ACE experience enhances their awareness of global social, political, and economic issues. Through the experience, ACE participants develop a more nuanced understanding of global diversity – including how various worldviews, belief systems and environmental perspectives contribute to contemporary issues and problem-solving. Beyond learning about social issues around the globe, ACE helps participants develop their understanding of other cultures. Alumni most frequently rate cultural learning as the top impact of ACE.
ACE 2016 ALUMS: WHERE ARE THEY NOW 5 YEARS LATER?
Over the past year, we’ve asked our 2016 ACE alums to share the impact of ACE as they’ve made decisions about academics, engagement in public service, and post-graduate career plans. To hear from more of our 2016 alums, please visit our ACE alumni blog.
Lizzie Devitt (Duke ’18) Advocates for Higher Education in DC
Lizzie Devitt, Duke Women's Swimming & Diving, shares how ACE first reinvigorated her love for sport, and then propelled her towards a career in higher education advocacy after her ACE in South Africa experience.
“As a sophomore, I started to lose my love for swimming after competing for so many years. ACE helped me rediscover that love. The program sparked my appreciation for education and encouraged me to pursue a job in higher education.”
Mariah Lee (Stanford ’18) Advocates for Black Lives Through Her Professional Soccer Career
ACE in South Africa ’16 alum, Mariah Lee shares how ACE in South Africa revealed a global need for Black female sports role models and inspired her to use her platform as a professional women's soccer player for OL Reign to advocate on behalf of marginalized communities.
"ACE continues to showcase how people who play sports are more than just athletes, and I try to live that out every day by using my platform to advocate for those who are marginalized."
Patrick Gibson (Stanford ’17) Shares Value of ACE Mentorship While Pursuing a Career in Higher Education
ACE in India '16 and Stanford Men's Track & Field alum Patrick Gibson describes how ACE Program Director Emily Durham has become a source of encouragement and professional development as he pursues a career in higher education.
“ACE...re-affirmed my interest in education. Having the chance to better understand education on a global level and cultural forces on education was massively important to my understanding of the US education system.”
Anna Quinn (Duke ’18) Pursues Medical Career with a Global Health Focus
Duke Women’s Swimming and Diving team member and ACE in China '16 alum Anna Quinn shares how ACE influenced her goals as a future physician and encouraged valuable introspection.
“ACE influenced my path of volunteering abroad and experiencing cultural and social differences, leading me to pursue a career as a physician working in underserved communities, locally and globally.”
AFTER ACE: ALUMS GOING GLOBAL
While ACE is the first international service experience for most of our student-athlete participants, many of our alums have pursued additional international opportunities post-graduation. From Fulbright Fellowships to living abroad and playing professionally, ACE alums continue to go global.
Tanner Johnson
After graduation from Duke, Tanner (ACE in China '16) taught English in Spain as part of his 10-month Fulbright English Teaching Assistant fellowship. Tanner is an advocate for student-athletes applying for Fulbright fellowships and believes that “ACE is a big reason" why he applied for and participated in the Fulbright program.
Rachel Reichenbach
In 2019, Rachel received a Fulbright Research Grant to return to Vietnam to continue her research in the ethics of international service. Rachel is an ACE in Vietnam '16 alum and has remained committed since participating in ACE to studying the importance of approaching service with humility and culturally sensitivity. As an undergraduate, she served as the ACE Stanford Student Assistant, as well as a Coach for College (CFC) American College Director during summer 2017 when she returned to mentor the ACE team in Vietnam.
Max St. George
Max St. George, Duke Men's Swimming & Diving and ACE in China '17 alum, most recently received a Fulbright Fellowship and plans to depart for Malaysia as part of the English Teaching Assistant Program this coming winter. Max credits ACE Program Director Emily Durham with encouraging him to apply for the fellowship. He hopes to carry the ACE lessons of intentionality and open-mindedness into his 10-month teaching fellowship.
ACE THROUGH THE YEARS
In 2015, recognizing the unique challenges that D-I student-athletes face to their time and ability to both study abroad and engage in volunteer or service projects of a significant length, Duke and Stanford Universities came together to create ACE, a three-week civic engagement and service experience for D-I varsity student-athletes. In addition to funding from David Rubenstein and Peter and Helen Bing, Duke Athletics also committed a dollar of every ticket sold to regular-season home sporting events goes toward funding the program and ensuring its long-term sustainability.
Duke and Stanford Athletics invited DukeEngage at Duke and the Haas Center for Public Service at Stanford to join as collaborative partners to develop and support the initial launch of the ACE program. With continued support from the ACE Advisory Board and stakeholders across both campuses, ACE continues to offer a unique opportunity for student-athletes within the landscape of public service and experiential programming offered at Duke and Stanford Universities.
THE FUTURE OF ACE: GAME PLAN 2023
Developed through stakeholder input and launched in 2019, the ACE Game Plan 2023 builds on our strong early foundation and continues our robust programming. The following five goals further integrate the program into the student-athlete leadership development and experiential learning opportunities at Duke and Stanford.
- Expand the ACE roster with increased enrollment and new alumni opportunities.
- Grow the ACE program playing field geographically.
- Extend the ACE pre-departure and post-program resources and opportunities.
- Enhance the on-the-field conditions of ACE student-athletes.
- Build a championship-caliber team to fortify ACE’s ongoing and future work.
Taken together, the goals that make up Game Plan 2023 are designed to enhance ACE’s commitment to the student-athletes of Duke and Stanford, and the communities that host and serve with those participants. The goals seek to open ACE to more participants, to expand the reach of ACE to new communities, and to provide a deeper set of experiences and learning opportunities to our alumni. This fall we will engage in a mid-plan assessment and re-evaluation as we respond to the ever-changing world we live in and ensure that ACE continues to fulfill its commitment to serve an ever-broader segment of our student-athlete community.
