how does academic & student affairs collaborate to increase graduation rates among...
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How does Academic & Student
Affairs Collaborate to Increase
Graduation Rates among
Student-Athletes & the General
Population?
MS. WHITNEE BOYD, GRADUATE ASSISTANT
MR. KENNETH O. MILES, ASSISTANT VICE CHANCELLOR OF ACADEMIC AFFAIRS & EXECUTIVE DIRECTOR OF THE COX
COMMUNICATIONS ACADEMIC CENTER FOR STUDENT-ATHLETES
DR. DARRELL RAY, ASSISTANT VICE PRESIDENT FOR STUDENT LIFE
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INTRODUCTIONS
• Ms. Whitnee Boyd, Graduate Assistant, Texas Christian
University
• Mr. Kenneth O. Miles, Assistant Vice Chancellor of Academic
Affairs & Executive Director of the Cox Communications
Academic Center for Student-Athletes, Louisiana State
University
• Dr. Darrell Ray, Assistant Vice President for Student Life,
Louisiana State University
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GRADUATION FORMULA
ACADEMIC INTEGRATION +
SOCIAL INTEGRATION
+
TECHNOLOGY
=
GRADUATION
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ACADEMIC INTEGRATION
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NCAA CONTINUING ELIGIBILITY
• Declaration of Major
• Percentage of Degree
• Grade Point Average
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STUDENT & PARENT ORIENTATION
• Utilize the orientation process to ensure parents and students are aware of the academic resources and expectations.
• Provide detail information on where students can identify places for support.
• Examine factors that can impact a student-athletes academic integration, including pre-college preparation; understanding of resources; wellness
• Ensure student-athletes are aware of resources surrounding health and wellness. Be in shape, does not guarantee being in good health.
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STUDENT & PARENT ORIENTATION - STUDENTS
• Entry point of contact, which sets the tone for the relationship with the entire campus.
• Opportunity to be intentional in messaging student-athletes are a part of the campus, not just the athletic department.
• Discuss involvement & engagement on a continuum, factoring in the reality of practice schedules.
• Be mindful of the fact they are transitioning the same as their peers with the added pressure of athletics and competition.
• Prepare student-athletes for potential negative stereotypes they may encounter in the classroom.
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STUDENT & PARENT ORIENTATION - PARENTS
• Parental experience with higher education will vary across a wide a spectrum.
• Be mindful that based on the sport and recognition of the student, parents may exhibit a different disposition.
• Examine orientation content to ensure accessibility to readers at any level.
• Provide materials to parents to acclimate them to campus resources and how to refer their student.
• Some parents may be accustomed to high levels of engagement (booster clubs, parents clubs, fundraising, etc.)
• Identify opportunities for engagement with parents of student-athletes in the broader context of the institution.
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SOCIAL INTEGRATION
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FIRST YEAR TRANSITION
• Examine how your campus is operationally defining “athlete.” How is that inclusive of all student-athletes?
• Acknowledge the level of cultural competence on campus and determine potential areas of challenge.
• Understanding the level of engagement student-athletes have can vary based on their sport, coach, and personal expectations.
• Be honest about the reasons for wanting to engage or be engaged with student-athletes and athletics.
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FIRST YEAR TRANSITION
• Have exhaustive lists of services provided to athletes to determine intentional mechanisms for collaborations.
• Identify services your department or division can provide to support student-athletes.
• Examine existing services to determine if they are offered at a time conducive to the various practice schedules.
• Factor in the range of sports across the academic calendar to determine where engagement can be more intentional.
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FIRST YEAR TRANSITION
• Identify opportunities for intentional
programming.
• Collaborate with athletic marketing to
increase student attendance at all sporting
events.
• Communicate with athletic compliance to
become familiar with NCAA regulations as
you design engagement opportunities.
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TECHNOLOGY
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TECHNOLOGY
• Myer Briggs/Inventory Assessment
• Online Services
• Utilizing technology to preserve academic
integrity
• Technology Transfer
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EXAMPLES OF COLLABORATIONS
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LOUISIANA STATE UNIVERSITY
• Partnership with Academic Advisors
• Summer Academic Success Program -
Bridge Program
• Career Services Liaison
• Office of Advocacy and Accountability
• Campus Committees
• Academic Center for Student-Athletes reports
to Provost’s Office
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TEXAS CHRISTIAN UNIVERSITY
• Student Development Services
– Established monthly committee meetings
with athletics
– Student-athletes attending extended
orientation and welcome week
– Leadership Center
– Financial Literacy (Important with new cost
of attendance rules)
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WISCONSIN
• Builds relationships with career counselors across campus
• Has liaisons for various for campus departments
• Partnership with study abroad
• Partner with academic affairs to create a freshman seminar course for student-athletes
• Lifeskills Academy
– 12 Weeks course
– Each week they bring in a partner from campus to speak (Alcohol and Drug Education, Mental Health, Sexual Wellness)
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STANFORD
• No student-athlete housing
– Paired with a non student-athlete roommate
as a first year student
• Academic advisors are under the Provost office
• Partners for Academic Excellence (Mentors from
graduate school, faculty members involved)
– Building a Successful Academic Career - 1
unit course
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TIPS FOR BUILDING THESE CONNECTIONS
• Build the right team with the right connections
• Patience…it’s a process
• Top/down or bottom/up approach
• Understand the needs for your campus
• Partnership
• Understand both environments
• Establish a rapport with the Compliance Office
• Check your biases
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ENGAGEMENT ACTIVITY
ACADEMIC INTEGRATION SOCIAL INTEGRATION TECHNOLOGY
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QUESTIONS???
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CONTACT INFO
Ms. Whitnee Boyd
Mr. Kenneth O. Miles
Dr. Darrell Ray
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SAVE THE
DATE
March 11-15,
2017