career development final essay

Running Head: Independent Study Course

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Independent Study Course Kate Nelson December 17th, 2011

Running Head: Independent Study Course Introduction

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Student development is a crucial part of every college students experience. For most students college campuses offer convenient resources to ensure a well-rounded experience by allowing providing student engagement opportunities and career development workshops that help foster career goals or graduate school goals. Collegiate athletics can complicate an athletes chance of receiving the full benefits of the student development process. Student athletes devote much of their time to training, practicing and competing in their athletic activities but the overall value of a higher education experience might be compromised (Gayles & Hu, 2009). Collegiate athletic departments must create programs that harness student engagement, career development and support career goals. Programs concerning student engagement will create a connection between student athletes and the general student body. Student athletes will have a chance to see life outside of athletics by exploring campus programs such as study abroad, student run groups or clubs, and partake in a career related internship. Career development programs will focus on enhancing the student athletes networking skills along with professional career events; provide resume building workshops, interview evaluations and will match students majors with professionals in that specific field. Assessing student athletes career goals or graduate school goals throughout their collegiate experience will increase the students chance of becoming successful after graduation. Collegiate athletic programs need to create awareness that student athletes must have a plan of action after graduation. Success after collegiate sports will depend largely upon what was done during those four years to prepare the student athlete for the next phase of their lives.

Purpose:


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The purpose of this study was to interview three Division I athletic programs to assess best practices for how each athletic program implemented career development opportunities into their athletes collegiate experience. The three universities interviewed were DePaul, Northern Illinois and Northwestern. Loyola University Chicago was used as a baseline to compare against the other institutions. The scheduling of the interviews took most of the semester to organize through telephone or in person interviews with a representative from each athletic program. Each representative received a questionnaire prior to the start of the interview via email. These questions covered areas such as student engagement, career development and career or graduate school goals. The three topics listed have been concluded through prior research to significantly impact a student athletes collegiate experience potentially altering their overall student development if not adequately enforced through the athletic programs.

Data: For this project I researched general information about each institution. I wanted to gather information about the universities of the student athlete population compared to the overall undergraduate population, the number of academic advisor or career development personnel who monitor the student athletes progress and the breakdown of each varsity sports mens and womens. DePaul University is a private, urban institution with an undergraduate student body population of 16,384. The student athlete population is 225. DePaul is a part of the Big East conference.The athletic department has three full time employees to handle academic advising and life skills for the student athletes. Two staff members are responsible for academic advising while one staff member coordinates the life skills program. The athletic program has 11 varsity


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sports; 6 mens teams and 7 womens teams. I interviewed Katie OBrien who is the Director of Athletics Academic Advising at the university. Northern Illinois University is a rural, state institution with an undergraduate student body population of 24,000. The student athlete population is 397. NIU is part of the MidAmerican Conference (MAC).The athletic department has six full time positions to handle academic advising and one position for a full time career development director. The athletic program has 16 varsity sports: 7 mens teams and 9 womens teams. I interviewed Monique Bernoudy who is the Associate Athletics Director in Career Development. Northwestern University is a private, urban institution with an undergraduate population of 8,367. The student athlete population is 486. NU competes in the Big 10 conference. The athletic department has six full time employees. Three staff members handle academic advising and another three are responsible for student/career development for the student athletes. The athletic program has 19 varsity sports; 8 mens teams and 11 womens teams. I have attempted multiple times to reach the academic and career services staff at Northwestern however I was turned down by Maria Sanchez and Michelle Jorwic. I was able to interview Shon Morris who is the Senior Associate Athletic Director in Development however his expertise is limited in regards to the daily interactions with the student development programs for student athletes. Northwestern was not a part of this study.

Loyola University Chicago is a private, urban institution with an undergraduate population of 16,040. The student athlete population is 240. LUC competes in the Horizon League conference. The athletic department has three full time employees to handle academic advising and life skills for the student athletes. Two staff members are responsible for academic


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advising while one staff member coordinates the life skills program. The athletic program has 13 varsity sports; 6 mens teams and 7 womens teams. I interviewed Patricia Hoffmann who is the Academic Advisor with Compliance/Student-Athlete Development and Academic Services. Common Themes of Student Engagement While analyzing the data from each interview I came across common themes for DePaul, NIU, and Loyola. Student Engagement is crucial to create a successful collegiate experience for both student athletes and non-student athletes. The conflicting schedules for student athletes can hinder the involvement of co-curricular activities outside of the collegiate demands. I analyzed the resources and opportunities student athletes have at Northern Illinois University, DePaul and Loyola to gain a better understanding of the infrastructure the athletic departments use to assist the athletes with various aspects of college life. These aspects involve how the institutions promote participation in internships, study abroad programs, career development opportunities, community service organizations and clubs or student groups to the athletes and the process in which each institution uses to increase student engagement. Northern Illinois, DePaul and Loyola promote student engagement and exploration. The three universities use academic advisors, administrators, and coaches to assist student athletes in experiencing a well rounded collegiate environment. Each university partners with specific departments within the institution to collaborate on student orientated programs. Loyola for example, uses the First and Second Year Advising department along with six undergraduate Colleges/Schools and the Career Service department to help facilitate student engagement. NIU and DePaul have certain programs offered by the university. Some of these programs are more complicated for student athletes to attend, such as the study abroad program. All three institutions agree internships are important for student development and career


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development. Each university offers career services outside of the athletics department to assist student athletes and non-student athletes. DePaul, NIU, Loyola do not participate with finding internships for the athletes as a part of the athletic departments objective because these programs are developed through the assistance of their academic major. Internships are not mandatory for athletes or non-student athletes at DePaul or NIU however it is encouraged. All three university athletic programs use the career services department to help promote career events or service events. For Loyola most internship opportunities are through the students curriculum depending on the major. The rigor of a student athletes practice and competition schedule discourage internships in semesters 1 through 6 except in summer sessions. Very often student athletes transition and prepare for work life and or post graduate programs in their 7th and 8th semesters with the assistance of their professors, school administrators, and programs directors. The support Loyola, NIU and DePaul receive from the coaching staff is very positive and motivational. The coaches at each institution support student exploration whether it is through community service, internships, student groups or clubs. Academically, Loyola coaching staff collaboratively works with academic advisors and different schools in support of recruited and non-recruited student athletes/s interest. It is important for students to have a positive experience during their collegiate career; not only to ensure academic and athletic success but to create alumni, who will be willing to provide donations, offer assistance for networking opportunities and establish a strong reputation in the workforce. The general attitudes of student athletes at NIU, Loyola, and DePaul are the same, athletes understand their commitment to athletics and academics. It is a balancing act for student


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to manage their priorities at each institution. All athletic departments use different methods to monitor students progress to ensure those who are at risk are caught early and take advantage of campus resources to get back on track. The student athletes manage satisfactory grades throughout their four years to remain eligible for competition. Creating an environment where student athletes experience a well rounded collegiate career academically, athletically and socially helps the institutions with recruiting stronger candidates the following years. Most students are happy and satisfied at DePaul, Loyola and NIU. The athletic departments monitor the student athletes satisfaction rate by conducting exit interviews at the end of every seniors athletic career. These interviews determine what the department is doing well and what should be improved upon. The response rate for NIU and DePaul is mostly positive from their student athletes. Loyolas graduation rate is very high and the student athletes compiled a cumulative g.p.a of 3.26. Three student athletes were named Capital One Academic All-District V. Eight of Loyola's 15 intercollegiate teams were honored with a NCAA Public Recognition Award for their outstanding Academic Progress Rate (APR) scores in 2010-11. That ranked Loyola ninth in the country based on a percentage of teams honored. Common Themes of Career Development: Most student athletes have a difficulty managing time to fit in an internship while competing in collegiate athletics. The demands of the academic and athletic programs leave students without work experience to capitalize on their educational knowledge. I felt it was important to ask the athletic departments how they help integrate internship opportunities into a student athletes schedule. The integration of internships is not through the athletic programs for NIU, Loyola or DePaul. Both NIU and DePaul campuses use the career services department to help


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schedule the internships for the student athletes. It is also the responsibility of the student athlete to take advantage of the internship programs throughout their college career. At Loyola, very often student athletes transition and prepare for work life readiness and or post graduate programs in their 7th and 8th semesters with the assistance of their academic advisors, professors, school administrators, and programs directors. Some student athletes have not been able to utilize the campus resources due to conflicting schedules or inconvenient office hours. I asked each institution if the student athletes were responsible for finding assistance on their own outside of the athletic department. I also wanted to know what types of resources were available and if any special seminars were set up specifically towards the needs of student athletes. Each university advised that any resource opportunities were sent by email to students, coaches and staff members with career opportunities. The career services department at both NIU and DePaul collaborate with the athletic department to create awareness for on campus events. Loyola will also use coaches, staff, and administrators to play a significant role as educators in establishing promoting opportunities for work life readiness in the classroom and beyond. I think it is important to monitor from year to year what the student athletes plan to do after they graduate. Given the competitive job market, some student athletes are turning to graduate school opportunities instead of entering the workforce right out of college. Loyola, NIU and DePaul do not monitor these statistics. Patricia Hoffmann at Loyola stated every college student hopes that they will be able to get a job in their major after graduation. But the truth of the matter is that there is a lopsided overabundance of students in the same majors and not enough jobs to go around. This is why the 5th year programs for higher degree attainment give our students the edge. At DePaul, most student athletes try to stick to their specific area of study to


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obtain professional employment. NIU offers graduate prep classes; a small number of studentathletes attend but the actual workshop is very beneficial. Loyola student athletes that are new graduates have to be adaptive and creative to secure post graduate jobs. Internships lead to job opportunities for graduates. Loyola, NIU and DePaul promote attendance for career development seminars and related opportunities. DePaul makes attendance to these programs mandatory, student athletes are required to do one service event and attend one career event each quarter. DePaul students must confirm attendance by writing a small summary of the workshop experience. NIU has a competitive program which allows each varsity team to compete against one another for points. Which ever teams earns the most points by attending career and service events wins a monetary prize (1st, 2nd, 3rd). The communication of these workshops is constantly being streamed to the student athletes through various methods at NIU. Loyolas School of Business, Communications, Education and Nursing have 1 to 2 credit hour seminar programs built in to their degree requirements. Common Themes of Career Goals Every university takes pride in a star athlete because it offers increases in recruiting prospects, media coverage and revenue opportunities. This is important to monitor because student athletes may run the risk of not focusing on the academic requirements that encompass being a student athlete. The primary goal for universities is to have a successful graduation rate among its student body including the student athletes. Student athletes must understand the importance of achieving an education because collegiate athletics will be a means to end. NIU and DePaul have a variety of student athletes in their respective sports go pro. These figures are


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not huge for each school but every few years a few standout athletes leave early to go pro or are drafted after graduation. Loyola does not record this information. Collegiate athletics is a stepping stone to obtaining a quality education for students. The athletic program and campus resources must assist these students to graduate in a professional field using the right tools to prepare them for the workforce. NIU and DePaul student athlete population has about half or more focused on a career path, the student athletes know what they want to do out of college. NIU believes there should be mandatory internships around sophomore year to help students navigate through career interests sooner. Monique Bernoudy from NIU stated most females know what they want to do after college more than males. Specific sports will be different as well; the lime light might be bright for men. Motivation is a key factor regarding the students success. Some students realize too late, how soon they are going to be graduating. At DePaul, the trend lies with specific major. Those who are in a specific major will know early on what they want to do after college. Loyola does not keep track of this information. From an administrative perspective, knowing what your student athletes want and need can determine how successful your program can be. DePaul, Loyola and NIU know that the studentathletes want an opportunity to develop strong skills, excel and become successful both athletically and academically. At NIU, Monique Bernoudys response was that student athletes want to be on the starting squad and achieve the accolades associated with success (i.e., Allconference, All-Academic, All-American) and win as a team at the highest level (i.e., Conference title, NCAA competition). Catering to the variety of needs or resources they also desire to obtain a "good" job in their career field and have expectations that we will prepare them to be successful (i.e., career preparation, course selection, community service opportunities). A


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smaller percent of student-athletes desire to engage in post-graduate competitive athletic opportunities (i.e, professional competition in the U.S. or abroad). DePaul student athletes are competitive academically and athletically. Loyola student athletes want it all. University athletic departments should evaluate and monitor student athletes progress from freshman to senior year to assess any essential changes that should be made in the students academic and athletic schedules. By analyzing this data student athletes will have a better chance of achieving academic and athletic success throughout their four years. Monique Bernoudy stated that student-athletes vary but many mature over the 4-5 years at NIU and their desires change as well. The freshmen learn how to manage their time and juggle their responsibilities as a student and athlete. Athletically freshmen want to win and be involved on the field of competition. Academically many want to excel in the classroom however other students are not motivated academically. During the senior year, student athletes are more realistic with their athletic goals because they know their team role. Seniors tend to appreciate their experience as student-athletes and recognize that it has had an impact on their growth as a person. Overall, DePaul wants a student athlete who is on an official visit to meet with athletic academic advisors. They review the physical demands of being an athlete and the time commitments of being a student. It is stressed how important managing the two demands is for a freshman in order to stay in school and to be successful over the next four years. Living up to what was expected on the official visit, DePaul will not lie to student to get them to sign to the institution, DePaul will tell them up front what to expect and what is required to be a stellar athlete and student for four years. Loyola advised that it varies, the university has not taken steps to monitor this progress.

Running Head: Independent Study Course Common Differences of Student Engagement By examining each athletic program through this questionnaire, a few common

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differences arose within the various sections of student engagement, career development and career goals. In regards to promoting student engagement and resources available to student athletes on campus each institution has either a freshmen or senior development program. NIUs career services program does a great job of working with the student athletes because they invite hand-picked corporations and alumni, for a targeted opportunity. Once a year the athletic department and the career program, conducts an online mock-interview service with career services, called the Perfect Interview. The students may select the difficulty of the questions asked during the interview process. The participants of this program are videotaped, and receive a verbal recommendation. This program requires mandatory participation for all the studentathletes, they are asked for feedback after completing program. DePaul has more community service oriented programs and puts the responsibility of getting an internship or getting involved with student groups or clubs on the student athletes. DePaul has a mandatory program called Explore Chicago for all freshmen which introduces them to campus resources, student groups or organizations and community outreach programs. NIU does not have a mandatory program for freshmen. Loyola has a variety of academic programs such as, School of Business, School of Communication, School of Nursing, School of Social work 5th year BSW/MSW and the College of Arts and Sciences that are structured to fulfill the needs of both student athletes and nonstudent athletes to achieve success.


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The support shown at NIU is different than DePaul or Loyola. At NIU this process of student exploration has been enforced for four years running. The coaches are very supportive by incorporating etiquette dinners, career management programs, and finance workshops for the student athletes. The student athletes are required to attend a non-athletic related event that promotes overall student involvement on campus; these programs are usually fostered by faculty and staff. The athletic department sets guidelines and establishes a point system to provide cocurricular experiences. Another alternative method to peak interest in the program is for the student-athletes to create programs and/or have the athletic department specifically assign a program to the team. In comparison to NIU, Loyolas coaching staff works closely with the various academic department and educational programs to fit the needs of student athletes. The DePaul coaches are not as active in managing student athletes engagement on campus. Common Differences of Career Development: Marketing the campus resources available to student athletes who have limited time can be a tricky situation. The information collected through the questionnaire determined that creating awareness of career service events has both schools using two different methods. NIU uses postcards, posts on Blackboard, flyers, and word of mouth. Kate OBrien advised that DePaul needs to do a better job of mentoring these programs by focusing on the targeted groups to receive these emails. NIU hosts workshops with career services allowing an exploring majors fair to promote various educational programs offered at the institution. The career services department has a representative that helps the student-athletes establish a network for career opportunities. DePaul on the other hand, prefers to only use email contacts. There is no formal program set for student athletes within the athletic department. Information provided by the Boosters and Alumni help the athletic program filter notices about job postings, interview


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workshops, networking events. DePaul offers mock interviews which are conducted for junior athletes with alumni who are former athletes or administrators at the university. Career fairs are successful however they are not monitored through the athletics department at DePaul, student athlete attendance cannot be tracked. Loyola did not have a detailed response to the question however one would assume each academic program would use some sort of communication method (email, text, Blackboard, posters, flyers) to promote an event on campus. The tracking or method used to track student athletes who want to enter the work force plays a specific role in monitoring the needs or future ambitions of the athletes. These figures can be used to improve programs geared towards employment opportunities or assist students with graduate school applications. NIU, Loyola or DePaul athletic departments do not monitor these figures with the student athletes. NIUs career services department monitors these numbers. DePaul does not monitor this at all. DePaul and NIU have a large majority of students entering the workforce however DePaul has a number of students pursuing graduate school. Loyola does not track these figures but Patricia Hoffmann advised the truth of the matter is that there is a lopsided over abundance of students in the same majors and not enough jobs to go around. This is why the 5th year programs for higher degree attainment give our students the edge and why they are important. Common Differences of Career Goals The common differences noted in the questionnaire among NIU, DePaul and Loyola focus on how many students who plan to go pro create a back-up plan for themselves. As stated in the common themes section, education cannot be undermined. Student athletes who decide to pursue a professional career in athletics must understand the lifelong consequences of not pursing a higher education degree. At NIU, most students have a back-up plan. Coaches will have the


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biggest influence to persuade student-athletes to get a back-up plan in case going pro doesnt work. Life skills are very important to be implemented to all student-athletes regardless of the aspirations; life skills are bigger than playing sports. They need these skills for the rest of their lives. Coaches were reluctant at first but now understand the importance of creating a back-up plan for their athletes. DePaul experiences student athletes who think they are going pro but do not need a back-up plan. Administrators at DePaul are the ones who talk to the student athletes one on one and try to get them to complete school first. Loyola does not track these figures. Tracking student athletes who seek employment in a specific field helps narrow the progress of the academic programs success. By having student athletes who are successful with obtaining employment the athletic department and the university benefit greatly. NIU does not track the number of student-athletes who obtain jobs but their career service department tracks both student athletes and non-student athletes. Monique Bernoudy has spoken to former alumni and concluded those who excel academically seem to be successful in obtaining jobs in their selected careers (i.e., education, business, engineering, nursing, physical therapy) and others find jobs in careers that are open to hiring various majors (i.e, sales). DePaul just started to track these figures. Thus far 45 student athletes are going to graduate school and roughly 90% have something lined up after graduation. Loyola does not track these figures but the overall success of obtaining a job after graduation would rely heavily on the student athletes academic program. Analysis This analysis will resemble some of the original findings stated in my first essay which have been either confirmed or denied based on the interviews with NIU, DePaul, and Loyola University Chicago. The purpose of my original research was to gain a better understanding of the negative stigma of collegiate athletics, analyze the programs that have been implemented and


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discuss how the student development process for college athletes is crucial to each students well-being. The underlying factor for student-athletes is that they often place a higher priority on athletic performance rather than their academic success (Arvan, 2010). Based on the findings from NIU, DePaul and Loyola the overall experience of higher education balances both academics and athletics efficiently. Student athletes are unlike any other student population on campus. They are being paid to go to school and to create a winning sports team. The demands of student athlete cannot be matched by the general student body population because of the intense demands of travel times, practices, in and off season training, and competition schedules. These demands are kept while student athletes are also maintaining satisfactory grades to remain eligible for competition. The overall consensus of the student development process at NIU, DePaul and Loyola indicate that each institution works closely with campus resources that are already instilled in the institution. Departments like career services, academics, First and Second year advising, the students collegiate major programs will help the athletic programs coordinate opportunities to meet the demands of student athletes. Although student athletes do not have the most convenient scheduling to utilize the campus resource centers during regular office hours, these departments are willing to help accommodate or communicate to the athletes what events or programs are offered. The career development aspects of a student athletes collegiate career will occur by taking advantage of the services offered through the various resources on and off campus. Since some institutions like NIU and DePaul do not require internships for their student athletes this may seem more challenging for the student athletes to seek out these opportunities on their own.


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Many of Loyolas academic programs will incorporate internships as a requirement into the curriculum. The scheduling of internships is difficult due to the fall and spring semester commitments however the summer is usually the best chance for student athletes to complete an internship. Most athletic departments do not manage networking events, interview training or resume building workshops. These programs are offered through the academic programs or career development centers however some athletic administrators will use former athletes and alumni organizations to help student athletes prepare real life skills. Each university is assisting their student athletes population to become successful members of society after graduation.

Collegiate athletic programs must capitalize on education, athletics and co-curricular activities to create a well-rounded experience for student athletes. Some student athletes have the options of pursuing a professional athletic career during or after college. Athletic administrators and coaches work with these student athletes to instill the consequences of choosing an athletic career over an education. Majority of student athletes know what they want to do after college either attending graduate school or entering the workforce. Through my interviews with NIU, DePaul and Loyola athletic departments continue to collaborate with institutional resources that already support the university in assisting the student athletes with career or educational goals.

Best Practices/Suggestions:


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College athletic programs and universities resources must collaborate to establish seminars and workshops pertaining to career interests of student athletes. Additional resources can be established to create programs or advising sessions involving life skills, academic support and social engagement opportunities for the student athletes (Carpenter, 2009). Loyola already has a programs establish academic progress. Patricia Hoffmann monitors the students learning objectives for the student athletes at Loyola. The learning objectives for the freshmen and sophmore year student athletes range from, acclimating to college life, connecting with Loyola and Chicago, gain a better understanding of Loyolas mission. From an administrative perspective, the academic advisors who work with the student athletes focus on the application goals, integration goals, foundational knowledge goals, human dimension goals, caring goals and learning how to learn goals. These categories help academic advisors improve the student athletes development process throughout college. A suggestion to Loyola athletics would be to track the student athletes who might play professionally during or after college to enforce a back-up plan. Also, Loyola should track student athletes who obtain jobs in their specific fields of interest and who will pursue graduate degrees after graduating. In the Fall 2011 semester, Loyola has started to create new programs geared towards career development and career goals for student athletes. This semester student athletes will be able to attend academic major specific events at the athletic facility to mingle and meet professionals in their desired field. An opportunity like this will help the student athletes solidify career plans and gain more direction towards pursing their career goals. For student athletes who want to pursue graduate degrees the Loyola athletic department is collaborating and communicating with various programs to promote prep courses to prospective students. The prep


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courses will review the application process and provide an overview of the curriculum and job opportunities available for each graduate degree. This research project is important to me due to my personal experience as a student athlete at Fordham University. The athletic department and the university career center would advise the student athletes and the student population of career fairs or networking events once or twice a semester. This was a wonderful opportunity to interact with a variety of career fields to gain personal insight as to what a prospect job field and market was available after graduation. The Fordham athletic department also held more intimate networking and career development workshops just for the student athletes which included former athletes who would be presenters at these events. We were allowed time at the end of the even to ask questions and establish a networking base for after graduation. The only disappointing aspect of my undergraduate career was that I left the institution without experiencing an internship. Once I graduated I realized that because I played a collegiate sports and my time was severely limited I missed a golden opportunity to land a job right out of college. It was disheartening to realize how hard I worked as a student athlete throughout my college career to perform well on and off the court to suddenly regretting my collegiate athletic career. The job market was and still is extremely competitive student athletes now more than ever need to take advantage of the campus resources especially the opportunity to take an internship, it will open more doors in the future. Conclusion: The independent study course has been an eye opening experience to realize how each department offers both student athletes and non-student athletes such beneficial resources to ensure academic and career success. My goal was to research how athletic programs can implement better programs for student athletes in regards to student engagement, career


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development and harness their career goals. I have noted that a variety of institutions take advantage of the campus resources however there is always room for improvement. A beneficial way to monitor the athletic programs improvement is to track current student athletes attitudes and progress, conduct the exit interviews for seniors and distribute surveys to alumni to check on employment or graduate school plans.


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References Arvan, A. (2010). Perceptions of collegiate student-athletes' programming needs based on gender, ethnicity, and academic class. ProQuest LLC.National Middle School Association. (2010) This We Believe: Keys to Educating Young Adolescents. Columbus, OH: NMSA. Carpenter, C. L. (2010). Counselors' Perceptions of Services Offered to Student-Athletes. Gayles, J., & Hu, S. (2009). The Influence of Student Engagement and Sport Participation on College Outcomes among Division I Student Athletes. Journal of Higher Education, 80(3), 315-333. DePaul University Kate OBrien http://www.depaulbluedemons.com/ Northern Illinois University- Monique Bernoudy http://www.niuhuskies.com/index-main.html Northwestern University http://www.northwestern.edu/about/index.html Loyola University Chicago Patricia Hoffmann http://www.loyolaramblers.com/staffdir/loyc-staffdir.html

career development final essay

Documents

student athletes career

overall student development

student development

student athletes progress

student athlete population

career development programs

general student body

career development workshops