Advising Student-Athletes: Suiting up for Major Exploration and NCAA Regulations

1. Advising Student-Athletes: Suiting up for Major Exploration and NCAA Regulations Janel Gehring and Kimberly Miller Senior Athletic Academic Advisors Temple University

2. This session we will�. Review of NCAA Academic Reform Initiatives Explain the impact of these reforms on student-athletes Identify the various constituents who are invested in the success of student-athletes Discuss how we can help student-athletes in their major exploration

3. One Student-Athlete�s Experience � An Honest Look http://www.youtube.com/watch?v=wDXgy653uBs From PBS Upcoming Documentary: Big Time Losers For more information, contact Learning Matters Inc.: John D. TulenkoLearning Matters Inc.Tel: 212/725-7000

4. Adapted from Kerlin, 2005 Rationale for NCAA Academic Reforms Philosophy was to increase minimum standards for athletics competition Consists of both credit-hour and grade point minimums for each semester of full-time enrollment Establishes progressive benchmarks with goal of 5-year graduation pace Effective for students matriculating after August 1st, 2003

5. Adapted from Kerin, 2005. NCAA Division I Academic Eligibility Regulations Progress Towards Degree � established progressive benchmarks towards a 5-year graduation pace GPA minimum requirement 90% of required GPA for graduation (1.8) = sophomore year 95% of required GPA for graduation (1.9) = junior year 100% of required GPA for graduation (2.0) = senior year Credit hour requirement 6 credits per academic semester 18 credits per academic year 24 credits before 3rd semester Percentage of degree Junior year = 40% completed (no more than 60% remaining) Senior year = 60% completed (no more than 40% remaining) 5th year = 80% completed (no more than 20% remaining)

6. Eligibility Regulation Matrix

7. Our Playing Field - Temple University 13 undergraduate schools and colleges 120+ undergraduate degree programs 600+ Division-IA student-athletes 23 Intercollegiate Sports Teams 2 full-time Athletic Academic Advisors Decentralized Academic Advising Units

8. Who Are Our Student-Athletes? Undecided �I really like Journalism, but I could also see myself being a teacher. I also like the science courses I�ve taken, but if I do business, I�ll make a lot of money�� Major changer �I�ve been taking English classes for two years, but I really don�t like reading. What�s Kinesiology like?� Underprepared student �I�m taking math for the 3rd time and I just can�t seem to pass�� High achiever �How can I fit the pre-med requirements into my double-major English and Business programs? Oh, and I also want to do a Spanish minor and study abroad... And�� Professional athlete �My focus right now is to make it to the League��

9. How can we work with these students?The Undecided Student Eligibility Concerns Main concern is meeting 40% marker University policy mirrors NCAA regulations Non-degree applicability of previously taken courses Advising by non-experts Programs change by academic year Our approach Give sense of urgency without undue pressure Explore options using CORE/Gen Ed Limitations: CORE prescribed by major Exploration limited to course selection Utilize other resources Career Development Services Collaborate with CDS on Majors Workshop for student-athletes Freshman Seminar for student-athletes First generation student-athletes who have not been pushed to consider life beyond the playing field. Advisors need to help them focus on academics and choosing a major.First generation student-athletes who have not been pushed to consider life beyond the playing field. Advisors need to help them focus on academics and choosing a major.

10. How can we work with these students?The Major Changer Eligibility Concerns Meeting percentage marker (40/60/80) After 4th semester, must meet 6/18 for declared major Non-applicability of previous courses to new program Scholarship vs. non-scholarship students Major shopping Our Approach Explore reason behind change - there may be an easier resolution! Discuss how change may extend graduation Identify how change would impact eligibility Discuss larger career goals, explore complimentary programs, and identify alternate routes to field of choice Encourage conversation with coach prior to official change Major shopping Ex � sophomore business student-athlete wants to change major to Education - �What major will I be eligible in?.� As advisors, we don�t like this, but we understand that higher ups in the university see this as a viable option. Major shopping Ex � sophomore business student-athlete wants to change major to Education - �What major will I be eligible in?.� As advisors, we don�t like this, but we understand that higher ups in the university see this as a viable option.

11. How can we work with these students?The Underprepared Student Eligibility Concerns Impact of repeating courses on eligibility (6/18/24) How are D grades different from F�s? Student�s inability to accurately assess progress Our Approach Work with institution�s academic support office to identify potential problems Utilize quality tutors who are NCAA trained Obtain faculty feedback Discuss with student academic difficulties to identify potential learning disabilities Help student assess strengths and weaknesses as it relates to programs of varying difficulty Work proactively to create a balanced schedule with student each semester

12. How can we work with these students?The High Achiever Eligibility Concerns Adding multiple programs increases the remaining requirements (40/60/80 � with no more than 60/40/20 remaining) Less individual interaction with advisors due to self-sufficiency Our Approach Educate students on how adding multiple programs will impact eligibility Collaborate with campus offices to market alternative opportunities to pursue interests (i.e. internships over spring break, summer programs, etc.) Identify less time consuming alternatives (i.e. honor societies) Often make decisions without consultation with an advisor or their coach.Often make decisions without consultation with an advisor or their coach.

13. How can we work with these students?The Professional Athlete Eligibility Concerns Student continues to complete minimum for eligibility, using summer to �get well� New NCAA baseball legislation Some coaching staffs may continue to stress priority of athletics Scholarship vs. non-scholarship Leave after athletic eligibility is exhausted Our Approach Help student understand the necessity of academics for eligibility (Hamilton, 2004) Include coaching staff in academic programming for �trickle-down� effect Redefine the purpose of a college degree Have the �What if�� and/or �What then�� discussion Average NFL career 3 � seasons (NFL Players Association) NFL players with college degree earn 20-30% more (NFL Players Association) �Let�s think�about what this major will teach you about being [a] pro football player?� (Dr. Ruth Darling, former NACADA president, in Hamilton, 2004)

14. The Key Players� Coaches APR: A system that rewards those institutions and teams that demonstrate commitment toward the academic progress, retention, and graduation of student-athletes and penalizes those that do not. (NCAA Bylaw 23.01.2) Places greater accountability on coaches Penalties on teams for unsatisfactory APR scores Academic Administrators Policies often impact student-athletes more than general students Curriculum decisions, policies on Academic Good Standing, inconsistent policies between departments Parents/families Interest in career goals/major selection of students Priority on athletic eligibility Dependence on athletics aid for financing education Faculty Strong opinions on student-athletes and place of athletics in higher education (Knight Commission on Intercollegiate Athletics, Coalition on Intercollegiate Athletics) Instructor policies � attendance, commitments external to classroom

15. How should advisors tackle these discussions with student-athletes? Identify your own biases Failing doesn�t always = laziness Unethical academic practices is a STUDENT issue (National Survey of Student Engagement, 2003, as cited in Umbach, et al, 2006) Be empathetic and flexible - These issues are complex and time consuming Utilize alternative methods of advising (i.e. email, give advising homework) Plan, plan, plan � essential to look beyond the immediate semester Understand the different constituents involved Coaches Academic administrators Faculty Parents/families Do not judge the student-athlete for choosing athletics Many times student-athletes have chosen their institution because of athletics (Hamilton, 2004) Go to a game/meet/match! Sequencing issues (TU example: Biology 1111 and 2112). Primary season of competition. Travel and practice schedules. Time of course offerings (TU example: STHM major requires evening courses) Sequencing issues (TU example: Biology 1111 and 2112). Primary season of competition. Travel and practice schedules. Time of course offerings (TU example: STHM major requires evening courses)

16. Questions, comments, gripes�?

17. References Hamilton, K. (2004). Creating a Successful Student-Athlete. Black Issues in Higher Education, 21(4), p 30-31. Kerin, B. (2005). The What, When, and How of Division 1 Continuing Eligibility - An Introductory Exploration. Retrieved October 23, 2007 from: http://www1.ncaa.org/membership/membership_svcs/academic_support/resources/introd1ptd/presentation.ppt#351,2,Session Learning Matters Inc. (2007). Big Time Losers. Retrieved November 5, 2007 from: http://www.pbs.org/merrow/upcoming/index.html National Collegiate Athletic Association. (2007). 2007-2008 NCAA Division 1 Manual. NCAA Membership Services Staff: Indianapolis, IN. National Football League Players Association. (2002). FAQs: NFL Hopefuls Faq. Retrieved November 5, 2007. from: http://www.nflpa.org/Faqs/NFL_HopefulsFaq.aspx Umbach, Palmer, Kuh, Hannah. (2006). Intercollegiate Athletes and Effective Educational Practices: Winning Combination or Losing Effort? Research in Higher Education, 47(6), p 709-733.