EQUITY, WELFARE &

SPORTSMANSHIP

2001-2002

iv. EQUITY, WELFARE AND SPORTSMANSHIP

Previous Certification Self-Study

1. List all the "corrective actions," "conditions for certification" or "strategiesfor improvement" imposed by the NCAA Division i Committee on AthleticsCertification in its first-cycle certification decision (if any) as they relate toequity and welfare issues. In each case, provide: (a) the original "correctiveaction," "condition," or "strategy" imposed; (b) the action(s) taken by theinstitution and the date(s) of those action(s); and (c) an explanation for anypartial or noncompletion of such required actions. (Note: The institution isnot required to respond to recommendations for required actionsdeveloped by the peer-review team unless those same recommendationswere adopted by the Committee on Athletics Certification.)

The NCAA Division I Committee on Athletics Certification imposed no correctiveactions.

2. Report on the implementation of the plan to address gender-equity issuesdeveloped by the institution during its first-cycle certification process.Specifically, include: (a) the original plan, (b) the action(s) taken by theinstitution, (c) the date(s) of the action(s), (d) action(s) not taken or notcompleted, and (e) explanation(s) for partial completion. Include plans forimprovement or other recommendations developed during the interimreport process, if any.

Appendix IV-A includes the MSU-Bozeman Equity Plan for Intercollegiate Athletics1996-2001. There were no interim plans formally adopted for either gender orminority equity. However, in 1999, parts of a draft interim plan were developed butwere never adopted by the University.

MSU-Bozeman has worked to address gender equity in athletics. The 1996-2001Equity Plan contains four major goals for promoting gender equity. Each of thesemajor goals has a set of objectives and measures of success. We report on thesuccess to date in meeting each of these goals, objectives, and measures ofsuccess.

Goals and Objectives of the MSU-Bozeman Equity Plan for IntercollegiateAthletics 1996-2001

I. Support current sports to ensure that teams have the opportunity to becompetitive in their conferences.

By: 1. Establishing specific annual and long-range goals for each sport.

115

Each coach has the ultimate goal of winning the conference championship and/orqualifying the team for national competitions. Coaches will be required to develop aset of clearly defined annual and long range goals that specify optimal squad size,recruiting expectations, and competitive goals which take into account existingresource constraints.

Measure of Success: Each coach will have a set of clearly defined goals for his orher sport identifying (1) optimal squad size, (2) participant and scholarship goals, (3)competitive goals, (4) recruiting expectations, and (5) budget, equipment andfacilities constraints.

Target Date: Annually.

Responsibilty of: Athletic administration and coaches.

Response: MSU-Bozeman has worked to address (1) and (2) above. We havelimited squad size in men's track and football and have increased the number ofscholarships for women to the maximum allowed by NCAA. There is no evidencethat coaches have a set of clearly defined written goals for (3) and (4). TheDepartment of Intercollegiate Athletics feels that this goal may be unnecessarysince competitive goals and recruiting expectations do not differ among sports.Information on item (5) is provided in the Department of Intercollegiate Athletics'Compliance/Operational Manual, section 15.

2. Determining optimal squad size and athlete-to-coach ratios for each sport andadjusting participants and coaching FTE to those levels.

Optimal squad size will be based on (1) the number of competitors and diversity oftalent needed to be competitive with conference opponents and/or qualify the teamfor national competitions, (2) the capability of the coaching staff to provide qualiyinstruction and properly manage safety, (3) average conference and national squadsizes and coach-athlete ratios, recruitment area, and (4) special recruitmentchallenges.

Measure of Success: Optimal squad sizes will be determined and reported to theAthletics Committee. Numbers of participants, scholarship equivalencies, andcoaching FTE will be adjusted to predetermined levels.

Target Date: Summer 1996. Phase in adjustments of participant numbers andcoaching FTE from 1996-97 through 1998-99.

Responsibilty of: Coaches and athletic administration.

Response: We have accomplished this goal relative to what is consideredoptimal for the 1996-2001 period. Optimal squad sizes and athlete-to-coachratios need to be continually re-evaluated. Whether these same squad sizes and

116 -

athlete-to-coach ratios are still optimal relative to the 2002 goals and constraintsis discussed in the Equity Plan for 2002-2007 (Appendix IV-B) and the self-studyitems of the Equity, Sportsmanship, and Welfare section of this report.

3. Increasing FGE's in women's sports closer to the maximums allowed.

While the University has achieved substantial proportionality in its participationopportunities for women, the Equity Task Force encourages the Department ofIntercollegiate Athletics to continue its efforts to achieve full proportionality.Recognizing that men are more likely to walk-on than women and walk-onopportunities for men should be controlled but not eliminated, the Equity Task Forcebelieves that the most effective way to increase women's participation to fullproportionality is to increase the full grant equivalencies awarded them.

Since the University has greater control over the number of scholarshipequivalencies it awards student-athletes than it does over the number of studentsathletes who participate in intercollegiate sports, increasing the FGEs available towomen is the most practical way to increase women's participation now thatsubstantial proportionality has been achieved.

In order to implement this objective, the Department of Intercollegiate Athletics will,over the next four years, fund 16 additional scholarship equivalencies to bring thetotal FGE's awarded to women closer to the NCAA maximums or, in the case ofrodeo, the maximums established by the Director of Athletics. (See Table IV-5)

Measure of Success: Women student-athletes in current sports will have fullequivalencies, measured to a deviation of ~5%, by adding 16 scholarshipequivalencies.

Target Date: Phase-in from 1996-97 through 1999-2001.

Responsibility of: Athletic administration, University administration.

Response: The percent of women's participation in athletics at MSU in 2000-2001is 44.8%, which is within one percentage point of the female undergraduates atMSU (45.6%). (See the EADA report for 2000-2001 Appendix IV-E and Table IV-1below). MSU-Bozeman has increased the FGEs for women by addingapproximately 16 scholarships since 1996. We are currently within 5% of the FGEsfor compliance at MSU. Including the 5th year and medical FGEs in the total count,women sports accounted for 41 % of the FGEs. The increases are shown in TableIV-2 (below), which is an updated version of Table 5 from the 1996-2001 EquityPlan.

117

Table IV-1Participation in Intercollegiate Athletics, 1995-96 and 2000-01

MEN WOMENSport 1995-96 2000-01 1995-96 2000-01

Basketball 16 13 15 16

Football 105 94

Golf 10 10

Rodeo 18 0 14 0

Skiing 26 20

Tennis 14 6 14 5

Track & Field/Cross Country 139 83 88 96

Volleyball 19 12Total 292 196 186 159

(Percent) (61.1%) (55.2%) (38.9%) (44.8%)Source: EADA reports

Table IV-2NCAA Scholarship Limits (Maximum FGEs) vs. Actual Scholarship

Equivalencies Awarded (Actual FGEs), 1994-95 and 2000-01

MEN WOMEN

Maximum FGEs Actual FGEs Maximum FGEs Actual FGEs1996- 2000- 1994- 2000- 1996- 2000- 1994- 2000-

Sport 97 01 95 of 97 01 95 ofBasketball 13.00 13.00 11.94 12.88 15.00 15.00 12.83 16.50

Football 63.00 63.00 55.58 65.42

Golf 6.00 6.00 3.82 6.07

Skiing 7.00 7.00 3.55 5.81

Tennis 4.50 4.50 4.32 3.69 8.00 8.00 4.03 7.00Track andField/CrossCountry 12.60 12.60 12.89 10.22 18.00 18.00 13.65 17.54

Volleyball 12.00 12.00 10.92 11.00Total 93.10 93.10 84.73 92.21 66.00 66.00 48.80 63.92(Percent) (63.5%) (59%) (36.5%) (41%).Includes 5th year and medical FGEs. In 2000-2001, the actual FGEs, excluding 5th year and medical FGEs,were 88.43 for MEN and 61.69 for WOMEN. By sport, the FGEs were:11.88 MBB, 62.19 MFT, 4.19 MT, 10.17MTFCC; for women, by sport: 14.85 WBB, 5.72 WG, 5.47 WS, 6.93 WT, 17.83 WTFCC, 10.89 WVB.

118

4. Expanding the recruitment of women student-athletes by increasing budgets andexpanding recruitment out-of-state.

Recruitment budgets will reflect the resources needed to attract the quality andquantity of students needed to position women's teams to be able to competesuccessfully in their conferences.

Measure of Success: Women's team will have improved results againstconference opponents.

Target Date: Phase-in from 1996-97 through 2000-2001.

Responsibilty of: Athletic administration and coaches.,

Response: Recruitment budgets for women's athletics have increased over the1996-2001 period from $51,808 in 1996-97 to $76,657 in 2000-01. We have notbeen able to determine whether this has resulted in more out-of-state recruitment.As a share of the total recruitment budget, women's sports accounted for only 31 %in 2000-2001, compared with 32.6% in 1996-1997. There appears to be a steadydecline in the share of the total recruitment budget accounted for by women's sportsThe proportionately low share of the recruitment budgets/expenses for womensports is noted later in this report (See Operating Principle 4.1, Self-Study Item 2).

II. Establish consistent, non-discriminatory practices for the administration ofintercollegiate athletics.

By: 1. Developing and implementing consistent policies for travel, per diem, andrecruiting.

Measure of Success: Policies are developed and remain consistent for similarsports. Discrepancies are identified and equalized.

Target Date: 1996-97.

Responsibility of: Athletic administration.

Response: The guidelines for travel budgets and travel expenses are found inFiscal Integrity Self-Study report, Operating Principle 3.2 and in Section 16 of thedraft of the Department of Intercollegiate Athletics' Compliance/ Operations ManuaL.

2. Fully integrating equipment management functions.

Measure of Success: Purchasing and equipment policies will be written anddefined. Equipment management will be integrated and conform to policies.

119

Target Date: 1996-97.

Responsibility of: Athletic administration, equipment managers, coaches.

Response: In 1996-98, MSU-Bozeman field house facilities underwent a majorrenovation. These renovations to the fieldhouse resulted in improved facilities for allsports as reflected in locker rooms, and more fully integrated training facilities andequipment room. Thus, the Department has achieved a more integrated equipmentmanagement system; however, we could not find any evidence that purchasing andequipment policies have been written and well-defined for each sport. Thus, we areunable to determine the extent to which consistent, non-discriminatory practicesexist. The Department of Intercollegiate Athletics is currently developing aCompliance/Operations Manual, which includes a section on Budgeting andPurchasing procedures (section 15).

3. Developing a salary administration plan for coaches.

Measure of Success: A written plan will be used in setting salaries for new hiresand in adjusting salaries of current coaches.

Target Date: The salary administration plan will be completed; 11/1995-96 andimplemented in 1996-97.

Responsibilty of: Athletic administration, Affirmative Action.

Response: During the period from 1996-2000, an attempt was made at developinga salary administrative plan for coaches. These efforts involved discussions with theHuman Resources/Affirmative Action office and the Director of IntercollegiateAthletics on campus. At this time, a useful and workable plan does not exist.Furthermore, the committee feels that such developing a salary plan should beincluded in the Department of Intercollegiate Athletics' long-range strategic plan.

4. Continuing efforts to recruit and hire qualified women coaches.

Measure of Success: Contacts with successful women coaches in otherconferences will be made. Search committees will be encouraged to identify andrecruit women applicants. University recruitment and hiring procedures will befollowed.

Target Date: Ongoing.

Responsibility of: Athletic administration, search committees, Affirmative Action.

Response: Since 1996, MSU-Bozeman has hired both head coaches andassistant coaches. Each head coach hire has involved a search committeecomprised of members of the Department of Intercollegiate Athletics and other

120

areas from the university. The search committees have been instructed to identifyand recruit qualified female applicants and have been briefed on the Universityrecruitment and hiring procedures by the Human Resources/Affirmative Actionoffice. For the hiring of the assistant coaches the Department has also followedUniversity hiring procedures and processes.

II. Work to increase awareness of and interest in women's sports.

By: 1. Increasing media coverage of women's sports.

The athletic administration will explore strategies to increase media coverage ofwomen's sports such as including an "MSU Women's Sports Minute" on Cat Chat,reinstating weekly press conferences, providing additional coverage of women'ssports, and exploring media interest in broadcasting women's basketball awaygames.

Measure of Success: An annual report on activities to implement this objective willbe made by the Director of Athletics to the Athletics Committee.

Target Date: Ongoing.

Responsibilty of: Marketing and Promotions, Sports Information Staff.

Response: It is our impression from discussions with the head coaches of women'ssports that media coverage of women's sports has improved over the last fiveyears. However, to our knowledge, there is no annual report to the AthleticsCommittee on activities to implement this objective by the Director of IntercollegiateAthletics as called for in the Equity Plan.

2. Developing and implementing plans to increase attendance at women's games.

The athletic administration will develop targeted marketing strategies to increaseattendance at women's games and contests.

Measure of Success: Director of Intercollegiate Athletics will make an annualreport on activities to implement this objective the Athletics Committee.

Target Date: As necessary.

Responsibilty of: Assistant Director of Athletics for Marketing and Promotions,Sports Information Directors, Director of Athletics.

Response: The athletic administration has not developed any annual reports to theAthletics Committee on activities to develop and implement plans to increaseattendance at women's games as specified in the Equity Plan. Attendance atwomen's basketball and volleyball games has increased 60% over the past three

121

years, from 10,650 in 98/99 to 16,383 in 00/01. The information on dollars spent onadvertising for men's and women's sports are only available for 00/01. For this year,women's sports accounted for approximately 32% of the advertising dollars; men'ssports accounted for 68%.

iv. Adopt procedures for modifying the University's sports offerings in thefuture.

By: 1. Assessing student interest in athletics and basing future modifications to theUniversity's sports offerings, in part, on that assessment.

Measure of Success: Survey instrument will be developed. Students will besurveyed and results analyzed.

Target Date: September 1998.

Responsibilty of: Athletic administration, Athletics Committee.

Response: The athletic administration in conjunction with the Athletics Committeehas not developed a survey instrument to assess student interest in athletics. Whenthe MSU-Bozeman Equity Plan for Intercollegiate Athletics 1996-2001 wasdeveloped, it was not clear which Title iX criterion the University would choose toattain compliance. Items 1 and 2 of Goal IV were included in the 1996-2001 plan toprovide the option of complying with Title IX requirements by demonstrating thatstudent interest in athletics participation was satisfied by sports in place.

Progress on items 2 and 3 of Goal I brought the University into Title IX complianceunder the proportionality criterion before the September 1998 target date for item 1of Goal IV. It was no longer necessary to pursue the option of demonstrating thatstudent interest in athletics participation was satisfied.

2. Developing criteria for evaluating sports offerings and reviewing current sports forcontinuance and new sports for addition according to those criteria.

Criteria should include but not be limited to: (1) spectator interest, (2) availability ofqualified coaches, (3) availability and proximity of intercollegiate competition, (4)costs, (5) availability and condition of practice and competition facilities, (6) impacton other programs, (7) capacity to generate external support, and (8) ability tocompete successfully given existing resource constraints.

Measure of Success: Non-discriminatory criteria for the review of sports offeringswill be established.

Target Date: As necessary.

Responsibilty of: Athletic administration, Athletics Committee.

122

Response: The athletic administration and the Athletics Committee were chargedwith developing criteria for evaluating sports offering and reviewing current sportsmeeting the criteria listed above. To our knowledge such criteria have not beendeveloped. Thus the committee concludes that the Athletic administration has failedto meet this objective. However, the work of this subcommittee (Equity, Welfare,and Sportsmanship), in conjunction with the development of a new Equity Plan forAthletics and the Policy Manual for the Department of Intercollegiate Athletics, isincorporating the intent of this goal and making recommendations with respect tosports offerings at MSU that support these criteria.

3. Establishing accurate participation baseline information at 1996-97 levels andannually reporting changes in participation and scholarship equivalenciesmeasured against this baseline.

Beginning in August 1996, coaches will provide the athletic administration withaccurate lists of participants on the first day of intercollegiate competition.

Measure of Success: 1996 data are included in this Plan as Table 8. Baselineinformation reflecting participation on the first day of intercollegiate competition willbe compiled during 1996-97 and used to measure changes in participation levelsand scholarship equivalencies. An annual report of participation, number of studentathletes receiving aid, and full grant equivalencies (Tables 2, 3, and 4) will becompiled and annually submitted to the Athletics Committee. The University willcomply with the EADA.

Target Date: Ongoing.

Responsibilty of: Athletic administration and coaches.

Response: The University has complied with the need to file the EADA reports.These have been done in a timely manner and are readily available on the MSU-Bozeman web site. We are less clear regarding the submission of the annualreports of participation, number of student-athletes receiving aid, and FGEs beingsubmitted to the Athletics Committee. The need for better annual reporting on theseindicators as well as other indicators for academics, governance and fiscal areas isa recommendation from the current NCAA self-study.

4. Ensuring that decisions to modify the University's sports offerings are the productof broad-based discussions with the University's sports constituencies.

Intercollegiate athletics has many constituencies including the Athletics Committee,Booster organizations, student government, alumni, and the Universityadministration, which must provide input on any decision to modify the University'scurrent sports offerings.

123

Measure of Success: This Plan will be distributed to campus and communityconstituencies, including ASMSU, Boosters organizations, Faculty Council, andalumni organizations and other interested parties. These constituencies will becontacted and involved in decisions to modify sports offerings.

Target Date: Immediately and ongoing.

Responsibilty of: University administration, athletic administration, AffirmativeAction.

Response: The MSU-Bozeman Equity Plan 1996-2001 was, to our knowledge,distributed to the ASMSU, booster organizations, and Faculty Council, but it is notclear how much attention was paid to this document. Our discussions with coachesand Department of Intercollegiate Athletics' personnel resulted in mixed responsesregarding its distribution, and a clear indication that this document was notdiscussed or referred to in meetings, orientations, or other planning sessions by theDepartment of Intercollegiate Athletics and/or Vice President for Student Affairs.

3. Report on the implementation of the plan to address minority issuesdeveloped by the institution during its first-cycle certification process.Specifically, include: (a) the original plan, (b) the action(s) taken by theinstitution, (c) the date(s) of the action(s), (d) action(s) not taken or notcompleted, and (e) explanation(s) for partial completion. Include plans forimprovement or other recommendations developed during the interimreport process, if any.

Appendix IV-A includes the MSU-Bozeman Equity Plan for Intercollegiate Athletics1996-2001. There were no interim plans or updates developed and approved foreither gender or minority equity. The Equity Plan has three major goals forenhancing minority equity. Each of these major goals has a set of objectives andmeasures of success. We report on the success to date in meeting each of thesegoals, objectives, and measures of success.

i. Study problems experienced by minority student-athletes and athletics staffand report findings to the Athletics Committee and the Affirmative ActionAdvisory Committee.

By: 1. Conducting regular surveys of student-athlete satisfaction to identifyproblems minority student-athletes experience during their matriculation.

Measure of Success: Surveys will be developed, administered, and resultsreported to the Athletics Committee.

Target Date: Ongoing.

Responsibility of: Athletic administration, Athletics Committee.

124

Response: Surveys were not developed, and thus not administered as mandatedby this objective. The Athletics Committee has not received any specific resultsregarding minority student-athletes experience at MSU-Bozeman. The only inputfrom students would have come indirectly through the exit interviews.

2. Conducting exit interviews with all student-athletes to identify problems related tointercollegiate athletics.

Measure of Success: All graduating or transferring student-athletes will have hadan exit interview with the Director or Associate Director of Intercollegiate Athletics.The interview will be based on a standardized instrument, which will be designed toelicit responses about both positive aspects of the program as well as problemareas.

Target Date: Ongoing.

Responsibility of: Athletic administration.

Response: Exit interviews have been conducted each year. All graduatingstudent-athletes are invited to participate in these interviews. The completeinterviews are on file in the Athletics Administration office. From 1995-2001, exitinterviews were completed by less than 50 percent of the graduating student-athletes. In response to this low participation rate, the Athletic AcademicCoordinator made the exit interviews a priority in 2001-2002; preliminary estimatesfrom the chair of the Athletics Committee, which began conducting these interviews,suggest that over 90 percent of the graduating student-athletes completed thesurvey in 2001-2002.

3. Studying graduation and retention rates for minority student-athletes andcomparing these to white student-athletes and the student population in general.

Measure of Success: Annual studies of graduation and retention rates will bereported to the Athletics Committee.

Target Date: Annually.

Responsibility of: Academic coordinator, Faculty Athletics Representative,University administration, Director of Institutional Research.

Response: In the subcommittee report for Academic Integrity, the six-yeargraduation rates are reported for the general student population and the student-athlete population for the 1992, 1993, and 1994 cohorts. (See Table 11-7 in theAcademic Integrity section.) The corresponding graduation rates for the minoritystudent-athletes are: 1992 cohort -- 33.3%; 1993 cohort -- 55.5%; and 1994 cohort- 66.7%. These are greater than the general student population for 1993 and 1994cohorts, and greater than the 1994 cohort percentage for student-athletes. One is

125

cautioned from placing too much emphasis on these rates for minority students dueto the extremely small number of minority student-athletes in each cohort (N=6 in1992 cohort, N=9 in the 1993 cohort, and N=3 in 1994 cohort.).

II. Improve communication between minority athletes, student-athletes, theathletic administration, the University, and the community.

By: 1. Appointing a Student-Athlete Issues Task Force to analyze the types ofproblems faced by student-athletes in adjusting to the University and community,propose solutions to those problems, and advise the Director of IntercollegiateAthletics.

A similar task force met during 1993-94 and advised the Director of IntercollegiateAthletics on problems encountered by student-athletes in adjusting to the campusand community. Problems identified included racism and intolerance, alcohol abuse,and violence in domestic relationships. The Task Force recommended policychanges and sponsored "administrator-free" conversations between task forcemembers and student-athletes. This objective calls for the establishment of a similartask force, with minority representation, to meet on a regular basis.

Measure of Success: The Task Force will be appointed and will identify problemsand propose solutions.

Target Date: During academic year 1996-97. The Task Force will meet three timesa year.

Responsibilty of: Athletic administration.

Response: A student-administrative task force was formed in 1996-1997. Theissues that it addressed have been subsequently rolled into the focus and work ofthe existing Student-Athlete Advisory Committee (SAAC). SAAC is comprised of astudent-athlete representative from each team that is selected by the respectivehead coach. They meet once a month. Their purpose is listed as follows:

1. Serve as means for the student-athletes to present specific concerns andsuggestions regarding athletics

2. Provide an opportunity for student-athletes to address their needs3. Serve as a liaison to the faculty and staff4. Encourage involvement of student-athletes, teams, and Department of

Intercollegiate Athletics administration in various community projects withyou, your team and the Department of Intercollegiate Athletics.

2. Clearly delineate, for all parties, the expectations that the University has of itsstudent-athletes and that student-athletes have of the University.

There is a great deal of misunderstanding about what intercollegiate athleticsmeans to the institution and to those who participate in it. The University recruits,

126

and, in most cases, provides financial assistance for student-athletes in order to becompetitive in the Big Sky Conference and to garner public and booster support forthe institution as a whole. Student-athletes compete in intercollegiate athletics forthe institution in order to continue to play their chosen sports and to gain thebenefits of college educations. This objective calls upon coaches, athleticadministrators, student-athletes, University administrators, and the campuscommunity to discuss more openly their expectations of each other.

Measure of Success: Student-athletes, athletic administrators, and Universityadministrators will meet and share mutual expectations.

Target Date: At least one meeting will be held per year.

Responsibilty of: University administration, athletic administration.

Response: The committee feels that this objective has been accomplished in thefollowing manner: the SAAC provides a venue for discussion of issues andexpectations on the part of athletes, coaches, and other athletic personneL. Inaddition, a Student-Athlete Handbook has been developed and distributed tostudent-athletes during their first semester on campus. A copy of this handbook is inAppendix IV-J. The committee suggests that issues regarding student-athletewelfare for all athletes be the subject of the orientation meetings each year.Information on the academic as well as sportsmanship expectations could bediscussed.

III. Continue efforts to recruit and retain minority athletes and coaches.

By: 1. Continuing efforts to recruit and hire qualified minority coaches.

Measure of Success: Contacts with successful minority coaches in other states willbe made. Search committees will enhance their efforts to identify and recruitminority applicants. University recruitment and hiring procedures will be followed.

Target Date: Ongoing.

Responsibilty of: Athletic administration, search committees, Affirmative Action.

Response: Since 1996, MSU-Bozeman has hired head coaches and assistantcoaches. Each head coach hire has involved a search committee comprised ofmembers of the Department of Intercollegiate Athletics and other areas from theUniversity. The search committees have been instructed to identify and recruitqualified minority applicants and have been briefed on the University recruitmentand hiring procedures by the Human Resources/Affirmative Action Office. MSUfollows the established procedures and processes for all hiring decisions.

127

2. Ensuring that salaries for minority coaches are competitive.

Measyre of Success: The salary administration plan will be reviewed to ensurethat it is not being applied in a racially discriminatory fashion and that special marketfactors affecting minority coaches are appropriately considered.

Target Date: The salary administration plan will be completed in 1996 andimplemented in fiscal year 1996-97.

Responsibility of: Athletic administration, Affirmative Action.

Response: The committee feels that the salaries for minority coaches arecompetitive. At present we do not have minority head coaches; the minoritycoaches are at the assistant leveL. Although the proposed salary administration planwas never developed, the committee feels that the spirit of this objective has beenmet. It is not obvious that a salary administrative plan is feasible for the Departmentof Intercollegiate Athletics.

3. Increasing efforts to recruit minority student-athletes in all sports, particularlyAfrican- Americans in track, volleyball, and women's basketball, and NativeAmericans in track and rodeo.

All coaches will develop written plans for recruiting student-athletes from minoritypopulations. The Task Force believes that the coaches of track, volleyball, andwomen's basketball have significant opportunities to recruit African Americanstudent-athletes and coaches of track and rodeo should make special efforts torecruit Native American student-athletes.

Measure of Success: Coaches will annually report their minority recruitmentcontacts.

Target Date: Annually, beginning in 1996-97.

Responsibility of: Athletic administration, coaches.

Response: The committee is unable to find any documentation that coaches havereported their minority recruitment contacts for any year. However, we do note thatMSU-Bozeman athletics have had minority student-athletes on many of the sportsteams in recent years. In interviews with the head coaches, they indicated that whilethe pool of minority athletes is small, they attempt to meet and discuss options withall minority groups, especially Native Americans. Thus we feel that the spirit of thisobjective is being addressed, if not the annual reporting as requested by the EquityPlan.

4. Maintaining current residence living policies, which allow student-athletes to liveoff-campus after their freshman year.

128

Measure of Success: Current policy will not change.

Target Date: Ongoing.

Responsibilty of: University administration, Athletic administration.

Response: The current MSU-Bozeman residence living policy is consistent withthis objective.

5. Improving academic support programs for student-athletes.

The academic coordinator effort should be increased to 1.0 FTE. The possibility ofdeveloping a mentoring program within the various colleges should be explored.

Measure of Success: The academic coordinator position will be increased to 1.0FTE. The feasibility of a mentoring program will be explored.

Target Date: 1996-97 and ongoing.

Responsibilty of: Athletic administration, Athletics Committee.

Response: The academic support programs, the Academic Center, and theAthletics Academic Coordinator(AAC) are described in the Academic Integritysubcommittee report, Operating Principle 2.2, Self-Study Items 1 and 2. The AAC isa 1.0 FTE.

6. Ensuring that coaches, athletic administrators, and student-athletes are aware ofUniversity resources available to them, especially in financial aid, studentservices, and disabled student services.

Measure of Success: Student services official will attend student-athleteorientation sessions. Student services staff will keep track of numbers of student-athletes seen and report this back to athletic administration.

Target Date: September 1996 and ongoing.

Responsibilty of: Athletic administration, Student Services personneL.

Response: This objective is important to all student-athletes and has been metthrough numerous venues including the Student-Athlete Handbook, the SAACwhich was discussed above, and freshman orientation seminars. It is ourimpression that the Student Services staff does not keep track of the number ofstudent-athletes seen on a regular basis and report this back to the athleticsadministration as mandated in the Equity plan. However, we recognize that oftentimes this is not easy information to obtain, and students using the services may notbe identified as a student-athlete. What is important is that student-athletes are

129

receiving this information regarding university resources in a timely manner.Suggestions for improving the flow of information include having this informationand services staff personnel at the academic and student-welfare orientationmeetings, which include both freshman and transfer students.

4. List all actions the institution has completed or progress it has maderegarding all plans for improvement/recommendations developed by theinstitution during its first-cycle certification process in the student-athletewelfare area. Also, describe any additional plans forimprovement/recommendations developed by the institution since the first-cycle certification decision was rendered by the Committee on AthleticsCertification. Specifically include: (a) the original plan; (b) the action(s)taken by the institution; the date(s) of the action(s); (d) actions not taken ornot completed; and (e) explanations for partial completion.

Recommendations of the 1995 Self-Study and Response to InstitutionalActions

a. The 1994-95 Subcommittee commends the President, the BoosterAssociation, and the Athletics administration for their effort to build a newstadium and urges them to give serious consideration to making it a multi-purpose facility available for use by sports other than footbalL. In addition,the 1994-95 Subcommittee recommends that associated facilties such aslocker rooms, storage areas, rest rooms, and offices, be designed to helpalleviate some of the facilties problems discussed above.

To our knowledge the University administration, the Booster Association, and theathletics administration have not provided any reports on this recommendation. Wecould find no record that any discussions, which may have occurred, regardinggiving serious consideration to making the new stadium a "multi-purpose facility foruse by sports other than football," although some administrators indicated that thesediscussions had occurred. The turnover in the AD position during the past fewyears may have contributed to the lack of documentation of these discussions. Inaddition the recommendation also indicated that the associated facilities - lockerrooms, storage areas, rest rooms, offices - be designed to alleviate the facilitiesproblems in other areas. To our knowledge there is some limited use of the "dining"areas and lounges, but this does not extend to the other facilities at this time.

b. The 1994-95 Subcommittee agrees that the number of participants in men'sindoor and outdoor track should be capped until the number of participantsmore closely approximates either the average number of track athletescompeting at other schools in the Big Sky Conference or the mean numberof track athletes (38) identified in the 1992 NCAA Gender-Equity Study,whichever is greater.

130

This has been achieved. The number of participants in men's indoor and outdoortrack has been capped and is close to the average number of track athletes at otherschools in the Big Sky Conference. In 2000-01, MSU had 13 participants in men'scross country, 33 in men's indoor track, and 37 in men's outdoor track. Participantsin these three sports in the schools in the Big Sky conference average 11.3 formen's cross country, 29.3 for indoor track and 36.5 for outdoor track.

c. The Subcommittee recommends the hiring of an academic counselor forstudent-athletes and supports building and staffing an academicachievement center in the fieldhouse.

This has been achieved with the Academic Center. Recommendations forimprovements to the operation of the Center and to better defining its mission areprovided in the Academic Integrity section of this report.

d. The Subcommittee recommends that administrators in the Department ofIntercollegiate Athletics employ additional strategies to recognize andpromote minor sports.

Since the last certification, MSU has promoted minor sports in both the support ofthe facilities, including major improvements in locker rooms, weight rooms, andequipment. Discussions with the head coaches of women's sports and minor men'ssports indicated a general consensus that efforts to promote these sports hadimproved over the past few years.

e. Administrators in the Department of Intercollegiate Athletics shouldestablish guidelines for team travel and monitor the implementation ofthese guidelines.

The Department of Intercollegiate Athletics has been developing anOperations/Compliance ManuaL. Included in the draft version of this manual areguidelines and policies for team travel (See Section 16).

5. List all actions the institution has completed or progress it has maderegarding required actions identified by the NCAA Committee on AthleticsCertification during the institution's interim-report process (if applicable) asthey relate to equity and welfare issues. Specifically, include for each: (a)the required action, (b) the action(s) taken by the institution, (c) the date(s)of these action(s), (d) action(s) not taken or completed, and (e)explanation(s) for partial completion.

N/A

131

Operating Principle

4.1 Gender Issues

Consistent with NCAA Constitution 2.3, it is the responsibility of eachinstitution to implement the Association's principle of gender equity. Inaccordance with this fundamental principle, the institution shall:

a. Have implemented its approved gender-equity plan from the previousself-study. If modified or not carried out fully, the institution shallprovide an explanation from appropriate institutional authorities.

b. Demonstrate that it is committed to, and has progressed toward, fairand equitable treatment of both male and female student-athletes andDepartment of Intercollegiate Athletics personneL.

c. Formally adopt a written plan for the future for the intercollegiateathletics program that ensures the institution maintains a program, orcontinues progress toward a program, which is equitable for bothgenders. The plan shall include measurable goals the institutionintends to achieve, steps the institution wil take to achieve thosegoals, persons responsible and timetables.

Self-Study Items

1. Explain how the institution is organized to further its effort related to thegender issues operating principle above for both staff and students, andprovide evidence that matters concerning gender equity are monitored,evaluated and addressed on a continuing basis.

The Affirmative Action Director reports directly to the president and is advised bythe Affirmative Action Committee, a committee comprised of faculty, staff, andstudents. The Affirmative Action Director works with the staff of the Department ofIntercollegiate Athletics to prepare the annual EADA reports and monitors genderissues as a part of the ongoing compliance effort. The Athletics Committee metthroughout May 1999 to review the Equity Plan and make recommendations forcontinued compliance.

2. For the three most recent academic years for which the information isavailable, provide a copy of the institution's completed Equity in AthleticsDisclosure Act survey form and worksheets. Analyze, explain and address(if necessary, through specific plans for improvement) discrepancies in thedata between male and female student-athletes. Comment on any trends orsignificant changes.

The EADA reports and the worksheets for the years 1998-1999, 1999-2000, and2000-2001 are provided as Appendices IV-C, IV-D, and IV-E. Tables and figurespresenting comparative data relating to proportionality and athletic participation,scholarships, coaching salaries and opportunities, travel and equipment

132

expenditures, and recruiting expenditures are provided in Appendix IV-F. A reviewof the comparative data in these areas indicates that MSU has met gender equity inmost of these areas. The University is to be commended on these achievementssince the last NCAA review.

Proportionality and Female Participation: The University has made great stridesin achieving gender equity in area of proportionality and athletic participation. Overthe past three academic years (98-99 to 00-01), athletic participation by gender hasbeen within one percentage point of the proportionality of males and females atMSU (See Table IV-3). Our achievements in this area have been recognized by theNCAA and noted in a recent report in the US News and World Report (March 18,2002, p.64).

Table IV-3Athletic Participation - 1998-2001

Male under raduates

Female under raduates

54.845.2

55.744.3

55.244.8

Athletically-Related Student Aid: The University has progressed toward gender

equity in the areas of athletically-related student aid using two measures:scholarship dollars awarded to female student-athletes and number of full-timegrant equivalencies awarded to female student-athletes (Table IV-4). These twomeasures differ in terms of percentages awarded to female and male athletes dueto the proportion of the scholarships that reflect in state versus out-of-state tuitionawards. In 98-99, the proportion of FGEs awarded to women was 37.3 percent. By00-01, that proportion had increased to 40.9 percent. This increase is due primarilyto an effort by the University to fund the scholarships for women's sports to themaximum allowed by the NCAA especially for women's basketball, and to thecomplete phasing-in of the women's skiing and golf programs.

133

Table IV-4Athletically-Related Student Aid - 1998-2001

98-99 99-00 00-01

Actual Dollars: Dollars % Dollars % Dollars %Awarded to male 1,020,539 63.1 1,069,348 59.6 1,122,609 58.5athletesAwarded to female 597,163 36.9 726,171 40.4 795,958 41.5athletesTotal 1,617,702 100.0 1,795,519 100.0 1,918,567 100.0

Full-Time GrantEquivalencies(FGE)*: Number % Number % Number %Awarded to male 91.08 62.7 91.86 60.4 92.21 59.1athletesAwarded to 54.24 37.3 60.35 39.6 63.92 40.9females athletesTotal awarded 145.32 100.0 152.21 100.0 156.13 100.0

Source: EADA report and worksheets*Includes 5th year and medical FGEs.

Recruiting Expenses: Recruiting expenses at MSU have fluctuated over the pastthree years; however, the proportion of these expenses attributable to women'steams steadily declined from 35.9 percent in 98-99 to 31 percent in 00-01. Whilethere is a natural tendency for variability in recruiting expenses due to student-athlete attrition and team composition, a steady decline in the proportion ofrecruiting expenses attributable to the women's sports is worth noting. Bothwomen's and men's teams recruit regionally as well as nationally, and in somelimited cases, internationally in order to be competitive. However, recruitingbudgets for women's programs should be further addressed by the Director ofIntercollegiate Athletics to determine whether this is a factor limiting the success ofthe women's sports programs. (See Table IV-5)

Table IV-5Recruiting Expenses - 1998-2001

98-99 99-00 00-01

Dollars % Dollars % Dollars %Men's teams 129,523 64.1 192,003 66.9 170,978 69.0Women's teams 72,470 35.9 95,142 33.1 76,657 31.0Total 201,993 100.0 287,145 100.0 247,635 100.0

Source: EADA report

Discussions with head coaches for men's and women's sports did not indicate thatthe recruiting budgets were inequitable; year-to-year variations in the recruitingneeds are to be expected. Achieving proportionality in the recruiting expenses forthe sake of gender equity only, rather than being needs-based, should not be a

134

specific objective of the University. The subcommittee concluded that headcoaches should have the discretion to utilize all expenses, including recruitment,travel, and equipment, to best meet the needs of the team to be competitive at theNCAA leveL.

Operating Expenses: Operating expenses including travel, lodging, meals,equipment, and officials vary depending upon the number of away games verseshome games and by sport. Over the three-year period, the proportion of expensesfor men's and women's sports were approximately 56 percent and 44 percentrespectively.

A comparison of travel and equipment expenses only is provided in Table IV-G. In00-01, the proportions spent by men's and women's sports were in close proportionto the athletic participation. In 99-00 men's sports accounted for a much higherpercentage. The subcommittee felt that while the year-to-year variations in theproportions spent by women's and men's sports are worth noting, travel andequipment needs differ by year and a better indicator may be the average over thethree-year period. From 98-01, the total expenses for travel and equipmentaveraged 55 percent for men's sports and 45 percent for women's sports.

Table IV-G

Travel and Equipment Expenses - 1998-2001

98-99 99-00 00-01

Dollars % Dollars % Dollars %All men's sports 379,731 52.1 $418,484 58.3 436,763 54.6All women's sports 348,573 47.9 $299,924 41.7 363,302 45.4Total 728,304 100.0 $718,408 100.0 800,065 100.0

Source: EADA worksheets

Coaching Salaries and Opportunities: The University has a mixed record inachieving gender equity in the area of coaching salaries and opportunities. Thecomparable data on salaries and FTEs from the last three years are reported inTable IV-7. Over this period, the total dollars for head coaches' salaries forwomen's sports programs was approximately 47 percent of the head coachsalaries. For all years the average head coach salary for the women's teams wasbelow the average head coach salary for the men's teams, although there weremore FTEs for women's teams due to the larger number of women's sports.However, the average salary for a head coach of the women's teams, adjusted forFTE, declined from 74% of the average salary for the head coach of the men'steams in 1998-99 to less than 60% in 2000-01.

For assistant coaches, the total dollars for women's teams accounted for only 31percent of the assistant coach salaries in 00-01, down from 44 percent in 98-99.This low proportion for women's teams is due to both a lower average salary perFTE and fewer FTEs. Assistant coaches of women's teams received on average80-85% of the salary per FTE of their counterparts for the men's teams. Thus, in

135

the area of head coach and assistant coach salaries the record on gender equity ismixed. While the total dollars allocated for head coach salaries has increased to bein proportion to the gender equity percentages, the total dollars for salaries forassistant coaches are not in proportion to student-athlete participation rates.Furthermore, the average salaries for both head coaches and assistant coaches forwomen's teams lags behind the comparable salaries for men's sports.

Table IV-7Average Salaries, Head Coaches and Assistant Coaches -1998-2001

98-99 99-00 00-01Dollars Dollars Dollarsper FTE FTE per FTE FTE per FTE FTE

Head Coaches:

Men's teams 55,583 3.79 62,709 3.25 61,603 3.50Women's teams 41,006 4.80 42,541 5.09 39,845 4.84Assistant Coaches:Men's teams 31 ,046 11.27 31,647 12.00 31,662 13.25Women's teams 25,765 5.94 25,673 6.00 26,145 7.50

Source: EADA report

In the area of coaching opportunities, in 2000-01 the University employed nine malehead coaches and one female head coach. In 1998-99, eight of the head coacheswere male and two head coaches were females. The University is committed toincreasing this number further; the number of female head coaches has returned totwo in 2001-02 for women's basketball and women's tennis.

For assistant coaches of men's teams, one of the sixteen coaches was female in2000-01, compared to none in 1998-99 and 1999-00. For the women's teams,three of the eight assistant coaches were female in 1998-99; this increased to five,out of a total of ten, in 2000-01. Thus, the University has increased both thenumber of assistant coaches for women's sports and the number of femaleassistant coaching opportunities in 2000-01.

3. Using the program area checklist for gender issues provided, please: (a)describe how the institution has ensured a complete study of each of theseareas, (b) provide data demonstrating the institution's status/commitment,including resource allocation, across each of the areas, and (c) explain howthe institution's future plan for gender issues addresses each of the areas.(Note: The institution may want to refer to the equitable medical caresection of the NCAA Sports Medicine Guideline No. 1-A as a guide inresponding to Item No.9 of the program area checklist.)

Please refer to Attachment No.2, Program Areas to Be Reviewed for GenderIssues, at the end of this section. The University's new Equity Plan for Athletics inconjunction with the University's Athletics Committee is providing the oversight forcontinued compliance with the gender issues discussed in this appendix.

136

4. Please provide a written, stand-alone institutional plan for addressinggender equity for the future in the intercollegiate athletics program. Theplan shall include measurable goals the institution intends to achieve,steps the institution wil take to achieve those goals, persons responsible,timetables, and means for funding implementation of the plan. (Note:Please see Appendix B, Page 52 for an example format outlining allrequired elements of a plan.)

Please refer to Appendix IV-B for the Equity Plan for Intercollegiate Athletics2002-2007.

Qperatinr- Principle

4.2 Minority Issues

It is a principle of the Association to promote respect for and sensitivity to thedignity of every person and to refrain from discrimination prohibited byfederal and state law. Consistent with this fundamental philosophy, theinstitution shall:

a. Have implemented its approved minority-opportunities plan from theprevious self-study. If modified or if not carried out fully, the institutionshall provide an explanation from appropriate institutional authorities.

b. Demonstrate that it is committed to, and has progressed toward, fairand equitable treatment of all minority student-Department ofIntercollegiate Athletics personneL.

c. Formally adopt a written plan for the future for the intercollegiateathletics program that ensures the institution maintains a program, orcontinues progress toward a program, which expands opportunitiesand support for minority student-athletes and athletics personneL. The

plan shall include measurable goals the institution intends to achieve,steps the institution wil take to achieve those goals, personsresponsible and timetables.

Self-Study Items

1. Explain how the institution is organized to further its efforts related to theminority-issues operating principle for both staff and students and provideevidence that matters concerning minority issues are monitored, evaluatedand addressed on a continuing basis.

The Affirmative Action Director reports directly to the President and is advised bythe Affirmative Action Committee. A subcommittee of the Affirmative ActionCommittee, the Campus Action Plan Task Force, wrote the "Campus Action Plan forDiversity" and has monitored progress on a biennial basis. In addition, the IndianProgram Coordinators Group meets monthly to update each other on activities andprogress in their programs. This group loosely monitors problems affecting minority

137

students and programs. Finally, the Multicultural Resources Center, a standingcommittee of ASMSU, serves as an information outreach and referral service forminority students. Within the Department of Intercollegiate Athletics, the Student-Athlete Advisory Committee also addresses minority issues.

2. For the three most recent academic years, provide the racial or ethniccomposition for full-time senior administrative Department ofIntercollegiate Athletics staff members (i.e., assistant athletics directors upthrough the athletics director level); other full- and part-time professional(i.e., non-clerical) Department of Intercollegiate Athletics staff members(such as trainers, ticket managers, academic support staff, and faciltymanagers, even if the position is not funded by or does not report to theDepartment of Intercollegiate Athletics); full- and part-time head coaches;full- and part-time assistant coaches (including graduate assistant,volunteer and restricted-earnings coaches); faculty-based athletics boardor committee. (e.g., faculty senate subcommittee on athletics, facultyathletics committee) members, and other advisory or policy-making group(e.g., governing board for athletics, student-athletic advisory committee)members (if any). (Note: Use Attachment No.1, Part A, to compile the datarequested in this self-study item.)

Please refer to Attachment No.1, Part A, at the end of this section for racial/ethniccomposition of Athletics and Selected Institutional PersonneL. The chart representsacademic years 2000-2001 as Year 1, 1999-2000 as Year 2, and 1998-1999 asYear 3.

3. For the three most recent academic years, provide racial or ethniccomposition for student-athletes who received aid and for studentsgenerally. (Note: Use Attachment No.1, Part B, to compile the datarequested in this self-study item.)

Please refer to Attachment No.1, Part B, at the end of this section for racial/ethniccomposition of student-athletes who received athletics aid and for studentsgenerally. The chart represents academic years 2000-2001 as Year 1, 1999-2000as Year 2, and 1998-1999 as Year 3.

4. For the three most recent academic years, provide the racial or ethniccomposition of student-athletes who received athletics aid by the eightsport groups listed in the graduation-rates disclosure form. Also for thosesports not at the varsity level for three years, indicate the year in which thesport was recognized by the institution as a varsity sport. (Note: UseAttachment No.1, Part C, to compile the data requested in this self-studyitem.

Please refer to Attachment No.1, Part C, at the end of this section for racial/ethniccomposition of student-athletes who received athletics aid by sport. The chart

138

represents academic years 2000-01 as Year 1, 1999-00 as Year 2, and 1998-99 asYear 3.

5. Using the program area checklist for minority issues provided please: (a)describe how the institution has ensured a complete study of each of theseareas, (b) provide data demonstrating the institution's commitment acrosseach of the areas, and (c) explain how the institution's future plans forminority issues addresses each of the areas.

For data demonstrating the institution's commitment to minority issues, please referto Attachment No.3, Program Areas to Be Reviewed for Minority Issues at the endof this section. The University's new Equity Plan for Athletics in conjunction with theUniversity Athletics Committee is providing the oversight for continued compliancewith the minority issues discussed in this attachment.

6. Please provide a written, stand-alone institutional plan for addressingminority opportunities for the future in the intercollegiate athletics program.This plan shall include measurable goals the institution intends to achieve,steps the institution wil take to achieve those goals, persons responsible,timetables and means for funding implementation of the plan. (Note: Pleasesee Appendix C, Page 54 for an example format outlining all requiredelements of a plan.)

Please refer to Appendix IV-B for the Equity Plan for Intercollegiate Athletics, 2002-2007.

Operating Principle

4.3 Student-Athlete Welfare

Conducting the intercollegiate athletics program in a manner designed toprotect and enhance the physical and educational welfare of student-athletesis a basic principle of the AssoCiation. Consistent with this fundamentalprinciple, the institution shall:

a. Demonstrate a commitment to the fair treatment of student-athletes,particularly in their academic role as students.

b. Provide evidence that the welfare of student-athletes and the fairnessof their treatment is monitored, evaluated and addressed on acontinuing basis.

c. Have established grievance or appeal procedures available to student-athletes in appropriate areas.

d. Provide evidence that the institution has in place programs that protectthe health of and provide a safe environment for each of its student-athletes.

139

Self-Study Items

1. Explain how the institution is organized to further its efforts related to thestudent-athlete welfare operating principle and provide evidence thatmatters concerning student-athlete welfare are monitored, evaluated andaddressed on a continuing basis.

The Athletics Academic Center, staffed by a representative of the Registrar's Office,acts as a liaison between athletics and the University. The Athletics AcademicCoordinator provides information to student-athletes about services available oncampus. This coordinator also works closely with the FAR on a daily basis todetermine eligibility and to ensure that student-athletes are making progresstowards the 25/50/75% NCAA guideline. The Academic Coordinator monitorsacademic progress by conducting grade checks when needed. A representativefrom the Financial Aid Office helps monitor compliance issues, along with the FARand members of the Department of Intercollegiate Athletics. In addition, the Office ofStudent Affairs coordinates many programs such as Advance by Choice, DisabledStudent Services, First Year Initiative, and Student Health Services, which areavailable to student-athletes and students generally. These areas of campussupport are explained in Academic Integrity, Operating Principle 2.2.

2. Describe the institution's educational enhancement programs (e.g.,education regarding career guidance counseling; personal counseling;health and safety; alcohol and other drug guidelines (see the NCAA SportsMedicine Handbook, Guideline No.1-E); non-academic components of lifeskils programs) available to student-athletes. Describepractices/procedures in place to encourage and assure student-athletes'access to these programs.

Programs available to student-athletes regarding career guidance counseling andother educational enhancement programs are listed in Academic Integrity,Operating Principle 2.2. (See Table 11-14)

The Department of Intercollegiate Athletics has adopted a Drug Education, Testingand Treatment Program for all athletes who participate in intercollegiate athletics.This program combines the use of a drug education component with a system fordrug testing and referral to counseling and treatment, if necessary. For a detaileddescription of the program, please refer to pages 22-28 of the Student-AthleteHandbook. Other health and safety issues, including athletic training roominformation and strength and conditioning policies, are addressed in the Student-Athlete Handbook on pages 29-31 and 34-36.

Other university services available to all students, including student-athletes, are:. Career Services Center-offers career diagnostics, interest inventories,

one-on-one counseling, and computer data based and web basedresources.

140

. Office of Community Involvement-encourages community involvement

and civic responsibility.. General Studies Freshman Seminar-offers life skills, career interest

inventories, study skills, and orients students to university life.. Health Promotion Office-offers information on healthy life styles.

There is no formal life skils program within the Department of IntercollegiateAthletics, such as the NCAA's CHAMPS program. Student-athletes use facilitiesand services provided to all students at MSU. The Dean of Students reports thatmany student-athletes utilize these campus services.

3. Describe the institution's process for conducting the student-athlete exitinterviews required by NCAA Constitution 6.3.2 and the means by whichthis information is used to better the student-athlete experience. Describeother avenues available to student-athletes to provide input. Attach writtenmaterials (e.g., forms) used to document student-athlete exit interviews.

In past years, Department of Intercollegiate Athletics' staff members haveconducted student-athlete exit interviews for seniors who have exhausted theireligibility. These interviews have been kept on file in the Department ofIntercollegiate Athletics. (See Appendix IV-G for a copy of the exit interview.) As ofthis spring, the faculty members of the Athletics Committee have begun conductingconfidential exit interviews with student-athletes who have completed their eligibilityor are graduating or leaving at the end of the academic year. This process consistsof inviting student-athletes by letter (Appendix IV-H) to participate in filling out aquestionnaire and meeting individually with the members of the AthleticsCommittee. Initial estimates from the Athletics Committee indicate thatapproximately 90% of eligible student-athletes have completed the exit interviews.The Athletics Committee then summarizes its findings and presents written reportsto President Gamble and the Director of Intercollegiate Athletics with positivefindings, recommendations, and key concerns from the interviews. In the fall, theAthletics Committee will request a verbal report from the Director in IntercollegiateAthletics on progress towards the recommendations. Other avenues available tostudent-athletes for input include the Student Athlete Advisory Committee (SAAC)and the Athletics Committee, which has two representatives from student-athletes.Student-athletes also have direct access to the Director of Intercollegiate Athleticsand the Associate Directors of Intercollegiate Athletics.

4. Describe and provide a copy of the institution's grievance or appealsprocedures available to student-athletes.

Appendix G of the Student-Athlete Handbook outlines the steps involved in thegrievance procedures of a student-athlete having a substantive issue over which theDepartment of Intercollegiate Athletics has administrative responsibility. Insummary, an athlete submits a written statement of his/her complaint to aDepartment of Intercollegiate Athletics' Administrator. If the issue is not resolved,

141

then the student can appeal to the Athletics Committee, which reviews the findingsproposed by the Department of Intercollegiate Athletics. A further appeal can bemade to the Vice President for Student Affairs or the Financial Aid Committee for afinal decision by the University.

Students who disagree with an academic decision may file a grievance underprocedures outlined in a pamphlet entitled "Conduct Guidelines and GrievanceProcedures for Students" provided by the Dean of Students Office. Briefly, the stepsin the grievance procedure include (1) an informal meeting with the instructor oradministrator, (2) a written grievance presented to the instructor's DepartmentHead/Director before the end of the term, (3) a review of all evidence and interviewsby the Department Head/Director, (4) an appeal of the Department Head/Director tothe instructor's College Dean, and finally (5) an appeal of the Dean's decision to theProvost. The decision of the Provost is the final decision of the University.

5. Identify the administrator who is responsible for the institutional awarenessof health, safety, and sports medicine policies. Describe the process bywhich these policies and guidelines are disseminated within theDepartment of Intercollegiate Athletics, who receives this information andhow these issues are addressed within the Department of IntercollegiateAthletics. (Note: The institution may want to refer to the equitable medicalcare section of the NCAA Sports Medicine Handbook Guideline No. 1-A as aguide in responding to this self-study item.)

The Senior Associate Director of Intercollegiate Athletics for Internal Operations isresponsible for the health, safety, and sports medicine policies within theDepartment of Intercollegiate Athletics. The head trainer and strength andconditioning coach, as well as the head coaches, report directly to the SeniorAssociate Director for Internal Operations.

The department follows NCAA Sports Medicine Guidelines in establishing policiesfor health and safety of student-athletes. Additionally, coaches receive informationduring coaches meetings within the Department of Intercollegiate Athletics.Information is provided to student-athletes in the Student-Athlete Handbook onpages 22-31 and pages 34-36, and also on a one-to-one basis by coaches andtraining room personneL.

6. Attach a copy of the institution's emergency medical plan for practices andgames, including its written emergency plan for the athletics program andspecific coverage for out-of-season practices, strength training and skilssessions. (Note: The institution may want to refer to the equitable medicalcare section of the NCAA Sports Medicine Handbook Guideline No. 1-A as aguide in responding to this self-study item.) Describe or provide a copy ofthe institution's emergency medical plan for practices and games,including its written emergency plan for the athletics program and specificcoverage for out-of-season practices, strength training and skils sessions.

142

A copy of the institution's emergency procedures for each athletic facility, includingemergency personnel, emergency communications, and venue directions, is listedin Appendix IV-I. However, these plans do not cover specific out-of-seasonpractices or skills sessions as suggested by the NCAA Sports Medicine Handbookemergency care section.

7. Using the program area checklist for student-athlete welfare issues,provided as Attachment No.4, please:

a. Describe how the institution studies these topics as they apply to allstudent-ath letes;

b. Provide data demonstrating the institution's commitment to theseissues for all student-athletes; and

c. Explain how the institution wil address these topics in the future forthe welfare of all student-athletes.

Please refer to Attachment No.4, Program Areas to Be Reviewed for Student-Athlete Welfare Issues, at the end of this section. The University's new Equity Planfor Athletics in conjunction with the University's Athletics Committee and the PolicyManual being developed by the Director of Intercollegiate Athletics and theDepartment of Intercollegiate Athletics at MSU will provide the guidelines andoversight for continued compliance with the student-welfare issues discussed in thisappendix.

8. Please provide the institution's student-athlete handbook.

Please refer to Appendix IV-J for a copy of the Student-Athlete Handbook.

Operating Principle

4.4 Sportsmanship and Ethical Conduct

It is a principle of the Association that student-athletes, coaches and allothers associated with intercollegiate athletics adhere to such fundamentalvalues as respect, fairness, civility, honesty and responsibility. Consistentwith the principle, the institution shall:

a. Demonstrate that in the area of intercollegiate athletics, it iscommitted to these fundamental values of sportsmanship andethical conduct.

b. Have established a set of written policies and procedures for thisarea.

c. Demonstrate that educational activities related to sportsmanshipand ethical conduct exist for individuals and groups associated withthe intercollegiate athletics experience.

d. Provide evidence that the effectiveness of activities in this area aremonitored, evaluated and addressed on a continuing basis.

143

Self-Study Items

(Note: The NCAA Sportsmanship and Ethical Conduct Committee hasdeveloped and adopted the following definitions for sportsmanship andethical conduct:

. "Sportsmanship" is a set of behaviors to be exhibited by student-athletes, coaches, game officials, administrators and fans in athleticcompetition. These behaviors are based upon values, includingrespect, civility, fairness, honesty and responsibilty.

. "Ethical conduct" is a set of guiding principles with which each person

follows the letter and spirit of the rules. Such conduct reflects ahigher standard than law because it includes, among other principles,fundamental values that define sportmanship.)

1. Explain how the institution is organized to further its efforts related to thesportmanship and ethical conduct operating principle on the previouspage and provide evidence that matters concerning sportsmanship andethical conduct are monitored, evaluated and addressed on a continuingbasis.

The DIA and the Athletics Administration are committed to maintaining the higheststandards of ethical conduct and sportsmanship, and to monitoring and addressingsportsmanship and ethical conduct on a continuing basis. To that end the DIA hasinstituted several procedures and policies to ensure that the University clearlyconveys this commitment to its student-athletes, coaches, staff, fans, and alumni.These procedures include:

Distribution of written policies to student-athletes: Sportsmanship and ethicalconduct policies are outlined for student-athletes in the Student-Athlete Handbookon pages 4-9. This handbook is distributed to all student-athletes at the first officialmeeting of the fall semester. Student-athletes who enroll in the spring are alsoprovided with a copy of this handbook. Each student-athlete is required to read andsign a statement indicating that he/she has read and understands the University'spolicy with respect to sportsmanship and ethical conduct.

Distribution of written policies to the coaches/staff: At the first coaches'

meeting of the year, the AD reviews the DIA policies on sportsmanship and ethicalconduct. A copy of this policy is being included in the forthcoming Policy Manualthat is being developed by the AD and the DIA. Goals for sportsmanship and ethicalconduct policies are included in the 2002-2007 Equity Plan for IntercollegiateAthletics. (See Appendix IV-B)

Distribution of written policies to boosters, alumni, and season ticket-holders:All boosters receive an annual compliance brochure, which includes the university'spolicies on sportsmanship and ethical conduct. In addition, the policies are included

144

in each game program and are posted on the DIA web site (ww.msubobcats.com).Plans for further distribution include the departmental newsletter and CAT TRACKS,which is a seasonal publication included in the Bozeman Daily Chronicle.

The following statement is read over the public address system at every homefootball and basketball game:

"The Bobcats, Montana State University-Bozeman, and the Big SkyConference promote good sportsmanship by student-athletes, coaches,and spectators. We request your cooperation by supporting the participantsand officials in a positive manner. Profanity, racial, or sexist comments orother intimidating actions directed at officials, student-athletes, coaches, orteam representatives will not be tolerated and are grounds for removal fromthe arena."

2. Describe and attach a copy of the institution's written policies andprocedures on sportsmanship and ethical conduct, including sanctionsthat may be levied for inappropriate behavior.

Sportsmanship and Ethical conduct are discussed and promoted by all headcoaches at Montana State University-Bozeman and behavior by student-athletesand fans at both away and home games is commendable. The University adheresto the Big Sky Conference Policy on Ethical Conduct and Sportsmanship forcoaches, student-athletes, managers, trainers, cheerleaders, band members,students and fans. This Conference policy is attached as Appendix IV-K. TheUniversity's own Athletics Policy on Ethical Conduct and Sportsmanship is availableon pages 4-7 in the Student-Athlete Handbook. These policies outline the expectedstandards of ethical conduct and sportsmanship as well as describe the Big SkyConference's policy concerning disciplinary action. Penalties included in the policyare reprimand, suspension, and permanent loss of eligibility. Coaches andadministration may also decide on an alternative punishment.

The Big Sky Conference is developing a handbook to address potential problemsand issues in the area of ethics and sportsmanship. The handbook will bedistributed to each University President and senior athletic departmentadministration. The handbook will contain baseline information and standards of theBig Sky Conference. Each spring the issues that have arisen that year, both in theBig Sky Conference as well as nationally, will be discussed and added to thehandbook (Annual Reports section).

3. Describe the institution's educational activitieslprograms in the area ofviolence, abuse and harassment committed by student-athletes.

Unacceptable behaviors in the area of violence, abuse and harassment are outlinedin the Student-Athlete Handbook. Players are informed of policies in this areathrough a pre-season meeting with administrators and coaches. Athletes are

145

required to sign the University's policy statement before competing in intercollegiateevents.

4. Describe educational activities related to sportsmanship and ethicalconduct for student-athletes, coaches, support groups (e.g., alumni,cheerleaders) and all others associated with the intercollegiate athleticsprogram.

The University's policy on sportsmanship and ethical conduct is distributed in theStudent-Athlete Handbook. All players are required to read and sign the statementbefore competing in intercollegiate events. The lierature outlines unacceptablebehaviors and sportsmanship standards that must be adhered to. Additionally,coaches promote sportsmanship and ethical behavior through discussions atvarious meetings throughout the season. In compliance with Big Sky Conferenceregulations, announcements are made at all intercollegiate events promotingsportsmanship and ethical conduct among the fans, media, coaches and supportgroups.

5. Describe mechanisms the institution has in place to review and monitor theeffectiveness of its sportsmanship and ethical conduct policies andprocedures. Also, provide a brief description of incidents that have beenreviewed through these mechanisms in the last three years.

The effectiveness of the department's sportsmanship and ethical conduct policiesand procedures is measured in the prompt action taken to assure due process bythe athletic administration and conference office. Specifically, reported incidentsare investigated and appropriate disciplinary action is taken if violations are found tooccur. These mechanisms were utilized in four different cases involving fivecoaches over the past three years.

Coaches are evaluated regularly and student-athletes are monitored for behavior onand off the playing venues. Administrators often travel to away events to monitorand evaluate behavior. Emphasis is placed on each coach's professionalismthroughout the year because they represent the university and community, as wellas the state, even when his/her team is not competing. In the past three years,several sportsmanship incidents have been reviewed. Details are provided in Self-Study Item 6.

6. Describe specific incidents over the last three years that shed light on theinstitution's commitment to the values of sportsmanship and ethicalconduct (e.g., citations or sanctions form the conference office, sanctionsor reprimands from the NCAA for conduct during its championships,awards received by the institution or its athletes for exemplary behavior inthis area).

146

Reprimands: Montana State University-Bozeman has received three reprimandsfrom the Big Sky Conference in the last two years.

1. December 5, 2000-A football player was officially reprimanded andsuspended for the first half of the next scheduled game for fighting.

2. November 1,2001- The head football coach was officially reprimandedand suspended from all game day coaching duties on November 3,2001,for public criticism of officials reported in the Great Falls Tribune.

3. November 14, 2001-A student-athlete football player was officiallyreprimanded and suspended from the first half of the next scheduledgame for fighting.

There have been no sanctions or reprimands from the NCAA for misconduct.

Awards: In the past several years, two student-athletes have been awarded NCAApostgraduate scholarships given to students with GPA of 3.2 or higher, who have"performed with distinction as a member of a varsity sport and have also behavedon and off the court in a manner that brought credit to the institution and athletics."These two students are Jessica Blake in 2002, and Tennyson Ballek in 1999. Inaddition, in 2002, Tennis Coach Mike Phillips was named the men's Big SkyConference Coach of the Year.

Evaluation and Plan for Improvement

Given the responses to the self-study items on the previous pages, completethe responses below to: (1) indicate (with yes or no) whether each part of theoperating principle exists in the athletics program, and (2) evaluate whetherthe activities of the athletics program are in substantial conformity with theentire operating principle as a whole. (Note: In completing this assessment,make sure that all relevant information from the other three certification areasis considered, given that some overlap does exist.)

For Operating Principles 4.3 (Student-Athlete Welfare) and 4.4(Sportsmanship and Ethical Conduct): Where the institution concludes in itsevaluation that it does not conform to the operating principle as a whole or toany particular elements(s) or that problems or deficiencies exist in this area,outline the institution's specific plan for improvement, which include/meet thefollowing required elements: (a) in writing, (b) developed through broad-based campus participation, (c) issues/problems identified in the self-study,(d) measurable goals the institution intends to attain to address theissues/problems, (e) steps to achieve the goals, (f) the specific timetable forcompleting the work, (g) individuals/offices responsible for carrying out theactions, and (h) institutional approvaL.

147

4.1 Gender Issues

If CurrentlyNo or IfDeficienciesExist,Indicate

Currently Found On Currently ImprovementYes Page(s) No Number

Has the institution:a. Implemented its approvedgender-equity plan from theprevious self-study? X 115-125b. Provided an explanation fromappropriate institutionalauthorities if its gender-equityplan was modified or not fullycarried out? X 115-125c. Demonstrated that it iscommitted to, and has pro- 132-136,gressed toward, fair and equit- Attach-able treatment of both male and ment #2,female student-athletes and pp. 156-

athletic personnel? X 165d. Formally adopted a writtenplan for the future for theintercollegiate athletics programthat ensures the institutionmaintains a program, orcontinues progress toward a

program, which is equitable for Appendixboth genders? X IV-B

e. Developed a plan that includesmeasurable goals the institutionintends to achieve, steps theinstitution wil take to achievethose goals, persons responsible Appendixand timetables? X IV-B

YES NO

On the basis of the yes/noanswers above, is the institutionin substantial conformity withOperating Principle 4.1 (GenderIssues)? X

(Note: The institution should not indicate "Yes" regarding conformity with theoperating principle as a whole unless it has indicated "Currently Yes" for eachelement of the operating principle.)

148

4.2 Minority Issues

If CurrentlyNo or IfDeficienciesExist,Indicate

Currently Found On Currently ImprovementYes Page(s) No Number

Has the institution:a. Implemented its approvedminority-opportunities plan

from the previous self-study? X 124-130b. Provided an explanation fromappropriate institutionalauthorities if its minority-opportunities plan was modifiedor not carried out fully? X 124-130c. Demonstrated that it iscommitted to, and hasprogressed toward fair and 137-139,equitable treatment of all Attach-minority student-athletes and ment #3,Department of Intercollegiate pp. 166-

Athletics personnel? X 168d. Formally adopted a writtenplan for the future for theintercollegiate athletics programthat ensures the institutionmaintains a program, orcontinues progress toward a

program, which expandsopportunities and support forminority student-athletes and Appendixathletics personnel? X IV-Be. Developed a plan that includesmeasurable goals the institutionintends to achieve, steps theinstitution wil take to achievethose goals, persons responsible Appendixand timetable? X IV-B

YES NOOn the basis of the yes/noanswers above, is the institutionin substantial conformity withOperating Principle 4.2 (MinorityIssues)? X

149

(Note: The institution should not indicate "yes" regarding conformity with theoperating principle as a whole unless it has indicated "Currently Yes" for eachelement of the operating principle.)

4.3 Student-Athlete Welfare

If CurrentlyNo or IfDeficienciesExist,Indicate

Currently Found On Currently ImprovementYes Page(s) No Number

Does the institution:a. Demonstrate a commitmentto the fair treatment of 140-141,student-athletes, particularly Attach-in their academic role as ment #4,students? X pg.169b. Provide evidence that thewelfare of student-athletes and 140-141,the fairness of their treatment Attach-is monitored, evaluated and ment #4,addressed on a continuing pp. 169-

basis? X 170c. Have established grievanceor appeal procedures availableto student-athletes in appro-priate areas? X 141-142d. Provide evidence that theinstitution has in place pro-grams that protect the healthof and provide a safe environ-ment for its student-athletes? X 142-143

YES NOOn the basis of the yes/noanswers above, is theinstitution in substantialconformity with OperatingPrinciple 4.3 (Student-athleteWelfare)? X

(Note: The institution should not indicate "yes" regarding conformity with theoperating principle as a whole unless it has indicated "Currently Yes" for eachelement of the operating principle.)

150

4.4 Sportsmanship and Ethical Conduct

If CurrentlyNo or IfDeficienciesExist,Indicate

Currently Found On Currently ImprovementYes Page(s) No Number

Does the institution:a. Demonstrate that in the areaof intercollegiate athletics,it is committed to thesefundamental values ofsportsmanship and ethicalconduct? X 144-146b. Have established a set ofwritten policies and proceduresfor this area? X 145c. Demonstrate that educational Cross-activities related to sportsman- referenceship and ethical conduct exist with Equityfor individuals and groups Plan -associated with the Appendix IV-intercollegiate athletics B, Principlesexperience? X XV-XViid. Provide evidence that the Cross-effectiveness of activities in referencethis area are monitored, evalu- with Equityated and addressed on a Plan -continuing basis? Appendix IV-

B, PrinciplesX XV-XVii

YES NOOn the basis of the yes/noanswers above, is the institutionin substantial conformity withOperating Principle 4.4(Sportsmanship and EthicalConduct)? X

(Note: The institution should not indicate "yes" regarding conformity with theoperating principle as a whole unless it has indicated "Currently Yes" for eachelement of the operating principle.)

151

Current Actions for Improvement

The Institution is giving highest priority to the issues of sportsmanship andadherence to ethical conduct. To satisfy items 4.4c and 4.4d, the Institution isengaging in the following three actions:

(i) providing input to the Big Sky Conference Ethics and SportsmanshipHandbook (spring 2002)

(ii) developing the new Equity Plan for Intercollegiate Athletics at MSU-Bozeman for 2002-2007, which is expanded to include sportsmanship andstudent-welfare, as well as gender and minority equity (See AppendixIV-B).

(iii) development of a set of written departmental policies and procedures whichcover sportsmanship issues for both student-athletes and staff and provideclear messages regarding the abuse of the sportsmanship and ethicalconduct policy.

In addition, the Director of Intercollegiate Athletics is initiating the followingmeasures for ensuring sportsmanship and ethical conduct:

. At each squad meeting, (beginning of each academic year and mid-year) he will

review the departmental and Big Sky policies regarding Sportsmanship andEthical Conduct.

. At the beginning of the year staff meetings, these policies, as well as a review of

incidents that may have occurred in the Big Sky Conference and nationally, willbe discussed.

The Director of Intercollegiate Athletics is also committed to sportsmanship andethical conduct training for all head coaches, assistant coaches, and other staffinvolved with student-athletes.

Finally, the sportsmanship and ethical conduct policies will be issued in thefollowing venues: booster applications, student handbook, programs for eachsporting event, web sites(s) for intercollegiate athletics, and the public addressannouncement before each game/event.

152

Attachment No.1

EQ

UIT

Y, W

ELF

AR

E A

ND

SP

OR

TS

MA

NS

HIP

: SE

LF-S

TU

DY

ITE

M N

OS

. 2, 3

AN

D 4

FOR

OPE

RA

TIN

G P

RIN

CIP

LE

4.2

Rac

ial o

r E

thni

c C

ompo

sitio

n

PA

RT

A: A

thle

tics

and

Sel

ecte

d In

stitu

tiona

l Per

sonn

elIn

dica

te th

e nu

mbe

r* o

f ind

ivid

uals

in e

ach

of th

e ra

cial

or

ethn

ic g

roup

s fo

r ea

ch p

erso

nnel

gro

up li

sted

bel

ow fo

r th

e th

ree

mos

t rec

ent a

cade

mic

year

s. L

ist t

he m

ost r

ecen

t aca

dem

ic y

ear's

dat

a fir

st. (

Not

e: (

1) U

se th

e de

finiti

on o

f sta

ff m

embe

rs th

at is

incl

uded

in th

e ce

rtifi

catio

n of

com

plia

nce

form

s. (

2) "

F"

refe

rs to

full-

time

staf

f em

ploy

ees

who

are

con

side

red

by th

e in

stitu

tion

as 1

FT

E (

full-

time

equi

vale

ncy)

in th

e at

hlet

ics

depa

rtm

ent(

s)an

d "P

" re

fers

to D

art-

time

staf

f em

ploy

ees

who

are

less

than

1 F

TE

in th

e at

hlet

ics

depa

rtm

ent(

s)

';';';

iä~

%f~

;i:;~

jr~lf~

J:n;

2'iY

i;.l~

iiltlr

~§1

1ili'

" .'.

Yea

r

-i CJ

W

$~ni

orA

9lrit

ii~tì

".. A

thle

ticsJ

fiëp

ti(§

ltiê:

.--.

., ,,-

..: "

::':-

'__.

'_ .'

_"c

"''''n

c':..

:;.,'_

'":,:.

, _ ,_

__'

, ".'

o ","-. ",'- -'.','

_. ..

."2

2

65

5

99

6

21

2

87

8

1110

12

87

6

3431

31

108

8

1414

15

22

2

(')tf

iêf~

dvj'

pqlic

y:~~

trye

rrb~

':SlV

C:~

;,

Am

. Ind

./AN

-Am

eric

an I

ndia

n/A

lask

an N

ativ

eA

sian

/PI-

Asi

an/P

acif

ic I

slan

der

* F

or a

thle

tics

depa

rtm

ent p

erso

nnel

ser

ving

in m

ore

than

one

cap

acity

(e.

g., a

ssis

tant

ath

letic

s di

rect

or a

nd h

ead

softb

all c

oach

), u

se fr

actio

ns o

r de

cim

als

in th

e ap

prop

riate

ath

letic

sst

aff o

r co

ach

grou

ps to

indi

cate

the

appr

oxim

ate

perc

enta

ge o

f a fu

ll-tim

e po

sitio

n de

vote

d to

eac

h ro

le, w

ith th

e un

ders

tand

ing

that

one

sta

ff m

embe

r ca

nnot

cou

nt a

s m

ore

than

one

equi

vale

ncy.

NA

1212

NA

Nam

e of

1E

~9n

CQ

mpl

etin

ç¡ th

is c

hart

: Ben

Sha

rpT

itle:

Res

earc

h A

naiY

~L-

_ P

lann

inq

and

Ana

lvsi

sD

ate:

Apr

il 2,

200

2

PA

RT

B: S

TU

DE

NT

S G

EN

ER

ALL

Y A

ND

ST

UD

EN

T-A

TH

LET

ES

ON

AT

HLE

TIC

S A

ID

Indi

cate

the

num

ber

of s

tude

nts

gene

rally

and

stu

dent

-ath

lete

s w

ho r

ecei

ved

athl

etic

s ai

d* (

incl

ude

part

ial a

nd n

onqu

alifi

ers

who

wer

e in

elig

ible

for

aid)

in e

ach

of th

e ra

cial

or

ethn

ic g

roup

s fo

r ea

ch s

port

gro

up li

sted

bel

ow f

or th

e th

ree

mos

t rec

ent a

cade

mic

yea

rs. L

ist t

he m

ost r

ecen

t aca

dem

icye

ar's

dat

a fir

st. N

ote:

Info

rmat

ion

for

stud

ents

gen

eral

ly a

nd fo

r st

uden

t-at

hlet

es w

ho r

ecei

ved

athl

etic

s ai

d ca

n be

obt

aine

d fr

om th

e en

rollm

ent

info

rmat

ion

item

s in

clud

ed in

the

inst

itutio

n's

com

plet

ed N

CA

A D

ivis

ion

i gra

duat

ion-

rate

s di

sclo

sure

form

s. T

he n

umbe

r of

stu

dent

s by

gen

der

also

can

be o

btai

ned

from

Equ

ity in

Ath

letic

s D

iscl

osur

e A

ct s

urve

y fo

rm.

170

194

118

138

121

3335

2210

497

9078

2978

2279

1079

490

692

5

5 I

56

64

319

1617

32

621

622

621

728

3539

Am

. Ind

.lAN

-Am

eric

an I

ndia

n/A

lask

an N

ativ

eA

sian

/PI-

Asi

an/P

acif

ic I

slan

der

-" ui .t'In

stitu

tions

that

do

not a

war

d at

hlet

ics

aid

shou

ld c

ompi

le th

ese

data

for

stud

ent-

athl

etes

who

wer

e re

crui

ted,

as

dete

rmin

ed b

y th

e in

stitu

tion.

Nam

e of

per

son

com

plet

ini:

this

cha

rt: B

en S

harp

Titl

e: R

esea

rch

Ana

lvst

- P

lann

inq

and

Ana

lysi

sD

ate:

Apr

il 2,

200

2

PA

RT

C: M

EN

'S A

ND

WO

ME

N'S

SP

OR

TS

TE

AM

SIn

dica

te th

e nu

mbe

r of

stu

dent

-ath

lete

s w

ho r

ecei

ved

athl

etic

s ai

d* (

incl

ude

part

ial a

nd n

onqu

alifi

ers

who

wer

e in

elig

ible

for

aid)

in e

ach

of th

e ra

cial

or

ethn

ic g

roup

s fo

r ea

ch s

port

gro

up li

sted

bel

ow fo

r th

e th

ree

mos

t rec

ent a

cade

mic

yea

rs. L

ist t

he m

ost r

ecen

t aca

dem

icye

ar's

dat

a fir

st. (

Not

e: In

form

atio

n co

ncer

ning

stu

dent

-ath

lete

s w

ho r

ecei

ved

athl

etic

s ai

d by

eig

ht s

port

s gr

oups

can

be

obta

ined

from

the

enro

llmen

t inf

orm

atio

n ite

ms

incl

uded

in th

e in

stitu

tion'

s co

mol

eted

NC

AA

ara

duat

ion-

rate

s di

sclo

sure

form

.

II

II

I2

32

16

610

35

3

2I

3I

5I

2I

2I

1713

152

23

6462

579

1411

3540

432

2I

4

..I

CJ

+;

11

54

34

46

CJ

,....

';A-;

-';;-

;,,;,

1316

134

44

4440

352

13

4958

564

58

55

66

43

1916

173

26

216

226

217

2835 I 39

Am

, Ind

./AN

-Am

eric

an I

ndia

n/A

lask

an N

ativ

eA

sian

/PI-

Asi

an/P

acif

ic I

slan

der

*Ins

titut

ions

that

do

not a

war

d at

hlet

ics

aid

shou

ld c

ompi

le th

ese

data

for

stud

ent-

athl

etes

who

wer

e re

crui

ted,

as

dete

rmin

ed b

y th

e in

stitu

tion,

*For

thos

e sp

orts

list

ed in

this

col

umn

that

hav

e no

t bee

n at

the

vars

ity le

vel f

or th

ree

year

s, in

dica

te in

this

col

umn

the

year

in w

hich

the

spor

t was

rec

ogni

zed

as a

var

sity

spo

rt,

Nam

e of

Qei

rson

com

plet

inq

this

cha

rt: B

en S

harp

Titl

e: R

esea

rch

Ana

lyst

- P

lann

inci

and

Ana

lysi

sD

ate:

Apr

il 2.

200

2

Attachment No.2

Program Areas To Be Reviewed for Gender IssuesOperating Principle 4.1, Self-Study Item 3

Athletic Scholarships

Currently, the University has budgeted for the maximum number of scholarships forboth men's and women's sports programs allowed by the NCAA. Due toprofessional and individual coaches decisions, the maximum number ofscholarships may not be utilized in any given year (see table 2). The actual dollarsspent will deviate depending upon whether the student-athlete is in-state or out-of-state. As indicated in the review of the Equity Plan, the University is committed toincreasing the number of scholarships for female athletes and has a good record ofthis over the past six years. The proportion of men's scholarship funding andwomen's scholarship funding has changed from 65% and 35% respectively in 1995-1996, to approximately 58% and 42% in 2000-2001 measured in terms of dollarsawarded, not FGEs.

Accommodations of Interest and Abilties

As indicated throughout this report, the University has achieved participation inNCAA athletics that is roughly proportionate to enrollment. Furthermore, we feel thatthe quality of competition is equitable with the noted exception of the women's skiprogram. We are taking steps to remedy this situation as discussed in the newEquity Plan.

Equipment and Supplies

Appendix IV-L provides a sport-by-sport breakdown on equipment and suppliesprovided by the university. For anything above the minimum, coaches are allowedto fundraise (coach's gear, computer system, video equipment).

Scheduling of Games and Practices

The University follows NCAA guidelines and Big Sky Conference guidelines inestablishing the number and schedules of competitions. Conference games forfootball, women's volleyball, men's basketball, and women's basketball aregenerally held on Fridays and Saturdays to minimize impacts on class time. TheDepartment of Intercollegiate Athletics determines the remaining sports' schedules.Non-conference competitions are scheduled within the department and are subjectto approval of the Senior Associate Director of Intercollegiate Athletics and theDirector of Intercollegiate Athletics. Coaches adhere to NCAA rules in setting thenumber of practice hours. Practice times are scheduled around student-athletes'

156

class times as much as possible. Weekly practice logs are prepared by thecoaching staff and monitored by the compliance office. See Appendix II-J underAcademics Integrity and Operating Principle 2.3, Self-Study Item 1 for a moredetailed description.

Travel and Per Diem Allowance

Typically, teams travel by bus or van unless it is too far or impractical in terms ofmissing class time. Teams have some flexibility in terms of choosing to travel viaground in order to meet budgetary restraints. The Director of IntercollegiateAthletics approves budgets, which include travel expenses, on a yearly basis.Teams, with the exception of football, make their own lodging arrangements.Football necessitates considerably more planning and needs because of the largetraveling party. Football requires meeting room space, as well as food service toaccommodate them. The teams follow NCAA regulations for length of stay beforeand after competitions. The Department of Intercollegiate Athletics and coachesare sensitive to athletes missing class time; therefore, teams leave as late aspossible and return as early as possible.

Coaches look for nutritious meals at reasonable rates when making diningarrangements. With regard to football, a travel party of 75 limits the number ofchoices that a team can make. Most meals are buffets; however, pizza orsandwiches are often served after a game. The per diem rate for meals is $23 forin-state travel and $28 for out-of-state.

Tutors

The Athletics Academic Coordinator assists student-athletes in obtaining tutorsthrough Associated Students of Montana State University (ASMSU). Student-athletes fill out a request form and receive a coupon to be redeemed at ASMSUTutoring Services. In past years, tutors have attended study halls to assist student-athletes and also have worked one-on-one. This year, tutors only work one-on-one.To become a tutor, a student must obtain a signature from the department head inthe area of interest. The department head determines qualifications and experience.The Advance by Choice program offers training for tutors. ASMSU tutors are paid$6.50 an hour and private tutors are paid $7.00 an hour. The Student-AthleteHandbook outlines tutoring procedures on page 40 and Appendices D and E.

Coaches

Tables IV-8 and IV-9 provide information on the number of head coaches andassistant coaches, by sport, for the last three academic years: 00-01, 99-00, 98-99.

157

Table IV-8Coaches Count: Men's

Men's Basketball 2000-2001 1999-2000 1998-1999Head Coaches - full time 1 1 1

Head Coaches - part time a a aAssistant Coaches - full time 2 2 2

Assistant Coaches - Dart time 1 1 1

Men's FootballHead Coaches - full time 1 1 1

Head Coaches - Dart time a a aAssistant Coaches - full time 6 6 6Assistant Coaches - Dart time 4 2 2

Men's TennisHead Coaches - full time 1 a 1

Head Coaches - part time a 1 aAssistant Coaches - full time a a aAssistant Coaches - part time a 1 a

Men's Track and Field,X-Country

Head Coaches - full time a 1 1

Head Coaches - part time 1 a aAssistant Coaches - full time a 1 1

Assistant Coaches - part time 3 a aMen's Other

Head Coaches - full time a a aHead Coaches - part time a a aAssistant Coaches - full time a a aAssistant Coaches - part time a a a

Men's TotalsHead Coaches - full time 3 3 4Head Coaches - part time 1 1 aAssistant Coaches - full time 8 9 9Assistant Coaches - part time 8 4 3

158

Table IV-9Coaches Count: Women's

Women's Basketball 2000-2001 1999-2000 1998-1999Head Coaches - full time 1 1 1

Head Coaches - part time a a aAssistant Coaches - full time 2 1 2Assistant Coaches - part time 1 1 1

Women's GolfHead Coaches - full time a a aHead Coaches - part time 1 1 1

Assistant Coaches - full time a a aAssistant Coaches - part time 1 1 a

Women's Skiin~Head Coaches - full time 1 1 1

Head Coaches - part time a a aAssistant Coaches - full time a a aAssistant Coaches - part time 1 1 2

Women's TennisHead Coaches - full time 1 a 1

Head Coaches - part time a 1 aAssistant Coaches - full time a a aAssistant Coaches - part time a 1 a

Women's Track and Field,X-Country

Head Coaches - full time a 1 1

Head Coaches - part time 1 a aAssistant Coaches - full time a a aAssistant Coaches - part time 3 1 1

Women's VolleyballHead Coaches - full time 1 1 1

Head Coaches - part time a a aAssistant Coaches - full time 2 2 2Assistant Coaches - part time a a 0

Women's OtherHead Coaches - full time a 0 aHead Coaches - part time a a aAssistant Coaches - full time a a aAssistant Coaches - part time a a a

Women's TotalsHead Coaches - full time 4 4 5Head Coaches - part time 2 2 1

Assistant Coaches - full time 4 3 4Assistant Coaches - part time 6 5 4

Men's and Women's TotalsHead Coaches - full time 8* 7 9Head Coaches - part time 1 * 3 1

Assistant Coaches - full time 12 12 13Assistant Coaches - part time 14 9 7

*There is one head coach of both men's and women's track and cross country.

159

Table IV-10 illustrates the rates of compensation for head coaches in each of thesports at MSU. Data was obtained from the EADA reports for the last threeacademic years.

Table IV-10

Head Coaching Positions and Rate of Compensation

Sport 2000-2001 1999-2000 1998-1999Men's Basketball $79,369 $75,814 $71,392Football 96,667 82,657 70,780Men's Tennis 17,570 8,054 33,383Men's Track/Cross 22,005 37,280 35,105CountryWomen's Basketball 58,657 54,582 49,745Women's Golf 18,000 18,000 12,598Women's Ski 26,210 26,057 24,571Women's Tennis 17,570 24,160 21,648Women's Track/Cross 22,005 43,690 41,141CountryWomen's Volleyball . 50,410 50,043 47,124

Rates of compensation for assistant coaches vary depending on full-time or part-time positions, level of experience, and qualifications.

When a vacancy occurs in coaching personnel, a search committee is formed,consisting of at least 25% female representation. The position is advertised on-linewith the NCAA or its magazine, in the Bozeman Daily Chronicle, and on the MSUweb site. Following the University's Affirmative Action guidelines, the searchcommittee meets to evaluate applications, makes reference calls listed by thecandidates, conducts phone interviews to help with finalizing the top choices, andformally interviews final candidates. The Director of Intercollegiate Athletics or anAssociate Director of Intercollegiate Athletics makes final hiring decisions. TheAffirmative Action Office is involved in every step of the search process, includingthe approval of the final candidate. Generally, the head coach sits on the searchcommittee when selecting assistant coaches. Qualifications of coaches include aBachelor Degree (higher degrees are preferred), knowledge of the budgetaryprocess if a head coach, a preferred background in the sport, CPR training, and firstaid certification.

As required by Montana state law, all coaches' contracts are for one year only.

Locker Rooms, Practice and Competitive Facilties

Since the 1994-1995 self-study, the quality of locker room facilities has greatlyimproved through major renovations to Brick Breeden Fieldhouse in 1997-1998.Men's and women's basketball, women's volleyball, and football have their ownlocker rooms with individual oak-paneled lockers, carpeting, VCR, and stereosystem. The minor sports, with the exception of tennis, share locker rooms. In

160

addition, there are now (6) six updated locker rooms for visiting teams so that MSUstudent-athletes are not displaced. Other facilities that were remodeled include anexpanded weight room, a new training room, and a new equipment room withindividual lockers for equipment. As of 2001 , the basketball floor of the arena wasreplaced with the floor from the 2001 Final Four Tournament.

In 1997-1998, major renovations took place at the football stadium. The entire leftside of the stadium was replaced with new bleachers, skyboxes, a press box, andStadium Club. A new team room was added as well as a new visitor's locker roomto keep from displacing MSU athletic teams from locker rooms in the fieldhouse.New concession stands, updated restroom facilities, and additional women'srestrooms are other improvements to the facility.

The football team holds practices on the grass fields to the east of the fieldhouse.

The men's and women's tennis teams practice and compete in the tennis bubble,which has four indoor courts. Each team has its own locker room in an adjoiningfacility built two years ago, which also includes office space for staff. Plans arecurrently underway for a permanent indoor facility with funds coming from a localdonor.

Women's volleyball has one of the best competitive facilities in the Big SkyConference with the new Olympic sports court floor in Shroyer Gym. Allcompetitions and most practices are held in Shroyer Gym.

Men's and women's basketball hold competitions in Brick Breeden Fieldhouse. Theteams use the practice facilities on a rotating basis using the fieldhouse arena,Romney Gym, and occasionally South Gym and Shroyer Gym.

The women's Nordic and alpine ski teams utilize local ski areas for training. Due tobetter snow conditions early in the season, the alpine team trains at Big Sky Resortlocated 45 miles south of Bozeman, and transfers to Bridger Bowl, 20 miles north ofBozeman, to train the rest of the season. The Nordic team trains at Bohart CrossCountry Ski Ranch, 20 miles north of Bozeman. Alpine home competitions takeplace at Big Sky Resort, while Nordic events are scheduled for Bohart CrossCountry Ski Ranch.

The women's golf team primarily practices at Riverside Country Club, withoccasional practices at Cottonwood Hills Golf Course and Bridger Creek GolfCourse. Home tournaments take place at Riverside Country Club. Men's andwomen's track (indoor and outdoor) and cross country use the field house forpractices and indoor competitions. Renovations of the field house have greatlyimproved the quality of their locker rooms. The teams practice on the oval, which isa Tartan surface installed in 1977. Four years ago, the department received ahigher quality portable track, which is placed over the old surface, but only used forcompetitions. The outdoor track was resurfaced 10 years ago with a poor quality

161

material, and at present is in such bad condition that no competitions can be heldon it until funds are raised to replace it. A fund raising drive has been underway toobtain funds for renovations and replacement of the track, with plans to beginPhase I of the construction this spring and summer. Phase I includes only theresurfacing of the track. Phase Ii, which will require additional fundraising, includesseating, a press box, and sound system. The men's and women's cross countryteams host home meets at Bridger Creek Golf Course.

The Sports Facilities Department is responsible for maintaining and preparingpractice and competition facilities on campus. This department also schedulespractice facilities on a rotating and equitable basis.

Medical and Training Facilities and Services

Athletic Training Room PersonnelInformation provided by Rob Higgs, Assistant Trainer

1 - Head Athletic Trainer AT., C. *2 - Assistant Athletic Trainers AT., C.4 - Graduate Students (GS) 2 AT., C.s4 - Undergraduate Students (SAT - student-athletic trainers)

A vailabilty of medical personnel - practices and games/matches/meets

FB:ATC (Staff/GS) and SATs at practices; MD and ATC and SATs at games;Ambulance at game

VB:ATC (Staff/GS) at practices; PAC and ATC at matchesMBB:A TC (Staff/GS) at practices; MD and A TC at games; Ambulance at gameWBB:ATC (Staff/GS) at practices; MD and ATC at gamesMTN:ATC (Staff/GS) or SAT in training room for most practices; ATC or SAT at

matchesWTN:A TC (Staff/GS) or SAT in training room for most practices; A TC or SAT at

matchesMCC:ATC (Staff/GS) or SAT in training room for most practices; PAC & ATC and

SAT(s) at meetsWCC:ATC (Staff/GS) or SAT in training room for most practices; PAC & ATC and

SAT(s) at meetsMITK:ATC (Staff/GS) or SAT in training room for most practices; PAC & ATC and

SAT(s) at meetsWITK:ATC (Staff/GS) or SAT in training room for most practices; PAC & ATC and

SAT(s) at meetsMOTK:ATC (Staff/GS) or SAT in training room for most practices; PAC &ATC and

SAT(s) at meetsWOTK:ATC (Staff/GS) or SAT in training room for most practices; PAC & ATC and

SAT(s) at meets

162

WGOLF:A TC (Staff/GS) or SAT in training room for most practices; A TC or SAT atbeginning of match

WSKI:ATC (Staff/GS) or SAT in training room during most dry land training; SkiPatrol at Resorts

Key· MD - Medical Doctor· PAC - Physician Assistant Certified· Head Athletic Trainer has been on sick leave for approximately the past six

months· SAT - A student athletic trainer (SAT) is an undergraduate student interested

in becoming an A TC. They are working towards an undergraduate degree ina field related to athletic training, gaining experience by working hours in thetraining room through an internship process, and taking courses specific tosit for the certification test based on the requirements set forth by theNA T ABOC (National Athletic Trainer's Association Board of Certification).

Ambulance· at FB games because of level of risk and numbers of spectators· at MBB games because of number of spectatorse ambulance is largely present for event coverage of spectators

At this time, all sports have been divided between the two Assistant AthleticTrainers to ensure a staff member oversees each sport and each athlete. Thedivision is as follows:

FBi WBB, MCCI MITK, MOTK, WSKIVB, MBB, WCC, WITK, WOTK, MTN, WTN, WGOLF

The availability of a staff member at a practice/game/match/meet depends on theamount of risk associated with that sport and where they are at in their season. Thehigher risk sports that are in season are covered first. The graduate students,certified and non-certified, are assigned according to the same principles and byexperience. Undergraduate SAT's provide coverage according to their abilities andclass schedule, sport level of risk, and sports season. The staff members, graduatestudents, and undergraduate students all rotate between sports based oncertification, experience, level of risk, time of season, class schedules, and hoursworked.

Health Insurance

Each student at MSU is required to have insurance to register/enroll at MSU. Forinjuries obtained while participating in athletics at MSU the student athlete'sinsurance is billed and treated as the primary insurance. The Department of

163

Intercollegiate Athletics carries a secondary policy on the athletes or self-insures upto the amount the NCAA recognizes as being catastrophic. There is no differencebased on sport for coverage.

Athletic Training Room Policies and Procedures

The Student-Athlete Handbook (Appendix IV-J) has the policies and procedures forthe athletic training room on pages 29-31, and it is given to the student-athlete atthe beginning of the academic year.

Housing and Dining Facilities and Services

Freshman student-athletes reside on campus and dine in one of the three dininghalls associated with residence life. Upperclassmen may live off campus. Theyreceive a monthly room and board check mailed to them from the MSU BusinessOffice.

Publicity

PublicitylSports InformationInformation provided by Bil Lamberty, Sports Information

Montana State's sports information staff is comprised of two persons. The Directorhas 15 years of full-time experience, a bachelor's degree in journalism, and a widearray of related experience. The Associate Director has 14 years of full-timeexperience, a wide array of related experience, and holds a Master's degree. TheDirector handles football, men's basketball, men's and women's indoor and outdoortrack and field, and women's golf. The Associate Director handles volleyball,women's basketball, men's and women's tennis, and skiing. Sports assignmentswere determined many years ago, when the men and women's Department ofIntercollegiate Athletics were separate entities and have not changed.

Each sport has equal access to Sports Information personnel and to publicityresources. There is one newspaper in Bozeman, two more that regularly coverMSU, and about five others in the state. There is one television station in Bozeman,another in Butte that staffs us regularly, and six others in the state. We send themnews and feature content regularly, and make our coaches and student-athletesavailable to them within the rules established by our coaches.

We produce media guides annually for football (80 pages), men's basketball (56pages), women's basketball (56 pages), volleyball (56 pages), men's and women'strack and field combined (20 pages), and men and women's cross countrycombined (a one-page brochure). The Bozeman Daily Chronicle produces gameprograms for football and men and women's basketball, while our departmentproduces a program for volleyball, track and field, cross country and golf. Postersare produced for football, volleyball, men's and women's basketball, and schedule

164

cards are produced for those four sports, along with track. Media guides areproduced as per requests and budgets from each sport. The Bozeman DailyChronicle produces the football and men's and women's basketball programs at noadditional cost to us, although there is an implicit cost as this is basically acorporate trade, i.e., we are forfeiting cash for tickets and sponsorship. Othersports programs are produced and charged on a photocopy basis.

Supports Services

Figure 1-3 in the Governance and Commitment to Rules Compliance sectionprovides an organizational chart for the Department of Intercollegiate Athletics.

With the exception of four assistant football coaches who share an office, alladministrators, coaches, secretarial, and clerical support staff have their own officespace. Appendix IV-M details square footage and the number of windows peroffice.

Recruitment of Student-Athletes

By following NCAA guidelines and procedures, all coaches have equal opportunitiesto recruit for their respective sports. Department budget procedures also arefollowed. Men's and women's basketball budgets reflected equal recruiting dollarsthis year. Currently, all women's programs are fully funded in terms of financial aid.

165

Attachment No.3

Program Areas to be Reviewed for Minority IssuesOperating Principle 4.2, Self-Study Item 5

Institutional and Department of IntercolleÇliate Athletics Commitment

The University publishes its "Equal Opportunity/Affirmative Action Policy" in theMontana State University-Bozeman Graduate and Undergraduate Bulletin, pages iii-iv, and the Schedule of Classes, Fall 2002, pages 114-115. Located on the MSUhome page is the complete document, "Non-discrimination Policies and Procedures,January 1, 2000." In January of 2001, Montana State University-Bozemancompleted a Diversity Report, reviewing enrollment management, graduation,funding, faculty/staff, coursework and programs, and future goals and directions ofthe institution relating to diversity. In addition to the University's policies andprocedures, the Department of Intercollegiate Athletics has adopted the Equity Planfor Intercollegiate Athletics (1996-2001) as part of the written statements addressingdiversity.

Evaluation

The Athletics Committee conducted an informal review of the Equity Plan in thespring of 1999. A written report was presented to the Department of IntercollegiateAthletics although the recommendations were not finalized and approved.

OrÇlanization and Structure

The Department of Intercollegiate Athletics has the Equity Plan for IntercollegiateAthletics as the basis for its set of policies for minority issues. To our knowledgethere is no other documentation dealing with minority issues for intercollegiateathletics at Montana State University-Bozeman.

Enrollment

The Diversity Report of January 2001 set as a goal" to increase enrollment toapproximately 500 American Indian students by 2002 and increase the enrollmentof other ethnic minority students" to the same percentage levels as the statepopulation. There appears to be no set enrollment goals of the Department ofIntercollegiate Athletics for minority student-athletes.

Comparison of Populations

Tables IV-11 and IV-12 provide information on the minorities within the student-athlete population for all sports and compare this to the proportion of minorities inthe undergraduate student population at Montana State University-Bozeman. For all

166

three years, the percentage of minority students in athletics exceeds the percentageof minority students in the MSU student population.

Table IV-11

Students Generally and Student-Athletes on Athletics Aid

Minority student-athletes!Minorit student 0 ulation

Minority student population!student 0 ulation

Source: Attachment 1-Part B

2000-20017.8%

1999-20006.1%

1998-19997.5%

4.5% 5.1% 4.9%

Table IV-12 provides information on the proportion of minority student-athletes bysport (i. e., minority student -athletes/student-athletes).

Table IV-12

Men's and Women's Sports Teams

2000-2001 1999-2000 1998-1999Men's Basketball 30.7% 26.6% 18.8%

Football 25.5% 20.0% 25.3%Men's Track! 2.6% 2.3% 4.1%

Cross Country

Men's Other Sports 0.0% 12.5% 0.0%and Mixed Sports

Women's Basketball 5.5% 0.0% 0.0%Women's Track! 2.12% 2.4% 2.6%Cross Country

Women's Other 1.8% 1.5% 2.9%Sports

Source: Attachment 1-Part C

Graduation Rates

The Academic Integrity Subcommittee's findings (Operating Principle 2.1, Self-Study Items 6 and 7) were that student-athletes as a whole graduated at a higherrate than the general student body. Table IV-13 shows the graduation rates forminority student-athletes for the last three cohorts.

Table IV-13

Graduation Rates of Minority Student-Athletes, by Cohort

Minority Number ofCohort Student-Athletes Graduates Percentage

1994 3 2 66.7%1993 9 5 55.5%1992 6 2 33.3%

Source: Dr. Christine Lamb, Academic Integrity Chair

167

Participation in Governance and Decision-Making

The Student-Athlete Advisory Committee (SAAC) meets monthly (sometimes bi-weekly if working on a specific project) during the academic year to discussconcerns and make suggestions to the administration. This committee is comprisedof 1 or 2 student-athletes from each of the 14 varsity teams, which allowsopportunities for minority student-athletes' participation. Two student-athletes alsosit on the Athletics Committee for the institution and offer perspectives from theathletes' viewpoint. In addition, all student-athletes, regardless of ethnicity, areinvited to participate in student exit interviews. These interviews provide pertinentinformation to the athletic administration on a variety of issues.

Employment Opportunities

The Affirmative Action Plan of the University, the Equity Plan for IntercollegiateAthletics, and the Diversity Report from January 2001 encourage the recruitmentand hiring of minority coaches and staff.

Programs and Activities

There are several programs on campus available to all minority students, such asAdvance by Choice, a TRIO student support service funded by the US Departmentof Education, offering educational opportunities for first generation, low-income, anddisabled Americans. This program helps students overcome class, social, andcultural barriers to higher education. The Center for Native American Studies offersstudents a variety of services: The American Indian Club, The American IndianBusiness Leaders, Native American Peer Advisors, American Indian ResearchOpportunities, and the American Indian Science and Engineering Society. Anotherservice on campus is the Multi-Cultural Resource Center for non-Native Americanminority students. This program has been difficult to maintain recently due to a lossin funding. Over the past several years there has been a Black Student Union, butat this time it is not functionaL.

Currently, there are no specific programs or activities within the Department ofIntercollegiate Athletics that address minority needs and issues. Several coachesindicated diversity training or sensitivity training for the Department of IntercollegiateAthletics coaches and staff would be helpfuL. The Multi-Cultural Resource Centercould be considered as a possible resource for workshops and diversity programs inthe future. One of the assistant football coaches, who is African-American, holds ateam meeting at the beginning of the season with African-American student-athletesto discuss their role and responsibility as Black students in a predominately Whiteinstitution. He also works one-on-one with African-American student-athletesconcerning their issues and needs as they arise.

168

Attachment No.4

Program Areas to be Reviewed for Student-Athlete Welfare IssuesOperating Principle 4.3, #7

Evaluation

Montana State University-Bozeman is committed to operating its athletics programsin a manner that emphasizes student-athlete welfare. To facilitate that commitment,MSU has an Athletics Committee and a Student-Athlete Advisory Committee(SAAC). See response to Operating Principle 1.2, Self-Study Item 3 for a fulldescription of the Athletics Committee, and Equity Attachment 3-"Program Areas tobe Reviewed for Minority Issues" for the Student-Athlete Advisory Committee andtheir responsibilities.

The Athletics Committee conducts the student-exit interviews and feedback fromstudent-athlete exit interviews serves as a periodic review of Department ofIntercollegiate Athletics activities in the area of student welfare. The Director ofIntercollegiate Athletics Peter Fields will be instituting a policy for feedback fromstudent-athletes throughout the year. Plans include bi-annual meetings withstudents and an open-door policy for all student-athletes. Thus, Montana StateUniversity-Bozeman has in place mechanisms for obtaining feedback from student-athletes that is both separate from the Department of Intercollegiate Athleticsadministration (exit-interviews and discussions with the Athletics Committee) andconnected to the Athletic administration (through discussions and meetings with theAthletics Director and Student-Athlete Advisory Committee).

In addition, the Athletics Committee and the FAR serve as reviewers of the overallpolicies and procedures that impact student-welfare. Finally, the new Equity Plan isrecommending that the Department of Intercollegiate Athletics develop, maintain,and communicate written, consistent, non-discriminating policies and practices forthe administration of intercollegiate athletics, and that the Department reportannually to the Vice President for Student Affairs on the progress made in achievingthe stated goals of the Equity Plan which encompasses gender and minority equity,student-welfare, and sportsmanship.

OrÇlanization and Structure

The Student-Athlete Handbook (Appendix IV-J) outlines the Department's policiesand activities to help enhance student-athlete welfare. Included in the handbookare procedures for use of the Athletics Academic Center (pages 37-41), advice ondealing with the media (pages 18-21), use of the training room (pages 29-31),policies and procedures for the strength and conditioning program (pages 34-36),and policies on health and safety issues (pages 22-28).

169

Participation in Governance and Decision-Makinçi

The Student-Athlete Advisory Committee meets monthly during the academic yearto discuss concerns and make suggestions to the administration. This committee iscomprised of 1 or 2 student-athletes representing each sport. Two student-athletesalso sit on the Athletics Committee for the institution and offer perspectives from theathletes' viewpoint. In addition, all athletes can express concerns by participating instudent exit interviews. These interviews provide insightful information to theathletic administration on a variety of student welfare issues.

Proçirams and Activities

Please see responses to Operating Principle 4.3, Self-Study Items 1 and 2, whichaddress programs and activities provided by the institution and/or the Department ofIntercollegiate Athletics. The Director of Intercollegiate Athletics is developing andinstituting departmental policies that address the physical, emotional, and academicneeds through its Athletics Academic Center and in conjunction with the trainingand medical personneL. These programs include academic counseling, health andinjury evaluation, tutoring, and orientation programs. Each head coach is given theopportunity to have discussions with the team physician concerning the health andwelfare of his/her specific student-athletes. The medical staff is highly trained, andspecific outside consultations are readily available upon request. Certified medicalpersonnel attend football, and men's and women' basketball, and are on call at allother events. The University provides trainers for all home and away events for highcontact sports (i.e., football, men's and women's basketball).

170