Indiana Athletics Excellence Academy

1. Indiana Athletics Excellence Academy

2. Initial Reasons for Exploring the Concept of an “Academy” • Wanted to take a more intentional approach to leadership development • As we benchmarked programs nationally, we didn’t find any that we really liked (i.e., most proclaim greatness but have nothing to show for it; lots of “one and done” special events) • Also wanted to provide more seamless services in the athletics performance areas

3. Why the More Intentional Approach to Leadership Development? Per IU’s head coaches, today’s student-athletes are • Coddled • Told they are special • Had others do things for them • Feel entitled • Lack sound life skills

4. And the Net Result…

5. Project Timeline – Fall ‘09 October 26, 2009 – Focus Group Session I • Purpose: Identify outcomes of the student-athlete experience • Hoosier Mind Map What is a Hoosier? • What is unique and special about Indiana University? • What do we hope a Student Athlete will be as a result of their Indiana University experience?

6. Timeline – Winter/Spring ’09-’10 November – March -- Bi-weekly working group meetings to discuss goals/outcomes and program design April 10, 2010 – Focus Group Session II • Presented first drafts of leadership and performance academies

7. Scope of the Project Changed Dramatically in May ‘10 • Decision was made to fully integrate the leadership and performance academies into one comprehensive academy that focuses on the holistic development of student-athletes • Decision was made to align with national and state objectives of stating and measuring learning outcomes

8. Excellence AcademyProgram Statement The Excellence Academy is emerging as the nation’s most innovative and comprehensive student-athlete development program. It is unique in its integration of athletic department and university resources to define, measure and assess progress toward specific personal development goals. The Academy utilizes individualized assessmentand continuous, measured reflection to integrate formal education coursework with co-curricular experiences and athletic performance improvement techniques. The Academy’s comprehensive programming provides for the development of the “whole person” of each individual student-athlete so that he/she can maximize personal potential and embody The Spirit of Indiana.

9. Five Components of the Academy for Excellence An intentional approach to identifying curricular and co-curricular opportunities that enable student-athletes to maximize their IU experience Utilizing Reflection and Assessment to integrate Education with out-of-classroom Experiences & athletic Performances

10. Educational Components Our needs… Our game plan… • Intentional Advising • Academic Coursework • HPER R 100 – Leadership and Life Skills (2 credits) • EDUC U 495 – Seminar in Personal Achievement (1 credit) • ASCS Q 299 – Job and Internship Strategies (2 credits) • EDUC U 495 – Academy for Excellence Capstone (1 credit) • EDUC X 152- Critical Thinking and Reading (2 credits/optional) • Better prepared student-athletes academically • Freshman transition program • Sound life skills program • Tailor to meet students at their individual levels Critical Success Factors: • One consistent message • Coaches as classroom instructors

11. Experiential Components Our needs... Our game plan… • CHAMPS • Emerging/Elite Leaders • Events • Annual Induction Ceremony • Graduation Celebration • Cohort Experiences • Freshman – Unity Summit • Sophomore – Cream and Crimson Challenge • Junior – Into the Streets: Day of Service • Senior – Future Alumni Breakfast • Athletic Experiences • Practice • Training • Competition • Develop leadership skills • Develop relationship to institution • Learn what IU is all about Critical Success Factors: • Can’t be viewed as one more time drain • Coaches must participate and back the program

12. Performance Components Our game plan… Our needs... • Sports Medicine • Strength and Conditioning • Sport Psychology • Nutrition- Hire full time dietician and nutrition component in HPER R 100 course • Motor Learning/Biomechanics- Expand partnership with HPER to make services available. • No need for additional programs, but expand list of services • Biggest shortfall of current program is lack of a dietician • Desire for nutrition class • Identified missing performance piece of motor learning/biomechanics

13. Reflection Components Our game plan… Our needs... • Opportunity for reflection following every cohort experience • Intentional reflection opportunities interwoven into four curricular offerings • Reflection designed to meet students where they are developmentally • Help students make connections between their athletic and student experiences Critical Success Factors: • Lose the sense of entitlement

14. Assessment Components Why this was an important addition… Aligns with national and state objectives of stating and measuring learning outcomes toward the establishment of essential skills Fills an important component of IU’s new General Education plan Gives us personal and developmental data SAs have better sense of self We have better knowledge of SAs We can truly prove the value of the program Becomes a recruiting differentiator

16. Program Goals vs. Learning Outcomes Program goals continue to be upon graduation an IU student-athlete will be: • Self-Excellent • Well-Rounded • Interdependent • Person of Action • Lifelong Hoosier However, the measurable learning outcomes will be taken from AAC&U Learning Outcomes focusing on six of the 15: • Teamwork • Ethical Reasoning • Integrative Learning • Civic Engagement • Intercultural Knowledge and Comprehension • Lifelong Learning

17. How We Will Assess Learning Outcomes The Academy for Excellence will utilize the following methods to assess student-athlete essential skills: Personal Assessments Myers Briggs Type Indicator Strong Interest Inventory Base-line learning outcomes from each course (initiating with HPER R 100). Course evaluations Baseline measures (time management, nutrition, learning styles, decision making, effective communication, critical and creative thinking, teamwork, appreciation for diversity, civic engagement, etc.) Standardization of learning outcome measures across all curricular and co-curricular events to allow for longitudinal evaluation. Learning Outcomes Assessments Exit Interviews Standardization of performance and wellness measures. Performance measures (stress, injury, alcohol/drug use, body mechanics, over training, eating disorders) Exit Interviews

18. Work to be Done • Curriculum Mapping • First Year Experience is Critical • Revising Summer Orientation Schedule • Discussion Surrounding First-Year Course • Leadership Weekends • Cohort Experience • Assessment Work • Office of the Vice Provost for Undergraduate Education • Graduate Research Groups

19. Campus Partnerships • Office of the Vice Provost for Undergraduate Education • Dean of Students • Student Activities Office • School of Health, Physical Education and Recreation • Center for Student Leadership Development • Departments of Kinesiology and Applied Health Science • School of Education • Higher Education and Student Affairs • Counseling Psychology • Student Academic Center • College of Arts and Sciences • Career Center

20. Indiana Athletics Excellence Academy