how does academic & student affairs collaborate to increase graduation rates among...

#NASPA16@NASPAtweets

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

@NASPAtweets #NASPA16

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


GRADUATION FORMULA

ACADEMIC INTEGRATION +

SOCIAL INTEGRATION

+

TECHNOLOGY

=

GRADUATION


ACADEMIC INTEGRATION


NCAA CONTINUING ELIGIBILITY

• Declaration of Major

• Percentage of Degree

• Grade Point Average


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.


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.


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.


SOCIAL INTEGRATION


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.



• 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.



• 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.


TECHNOLOGY


TECHNOLOGY

• Myer Briggs/Inventory Assessment

• Online Services

• Utilizing technology to preserve academic

integrity

• Technology Transfer


EXAMPLES OF COLLABORATIONS


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


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)


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)


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


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


ENGAGEMENT ACTIVITY

ACADEMIC INTEGRATION SOCIAL INTEGRATION TECHNOLOGY


QUESTIONS???


CONTACT INFO

Ms. Whitnee Boyd

[email protected]

Mr. Kenneth O. Miles

[email protected]

Dr. Darrell Ray

[email protected]

mailto:[email protected]



SAVE THE

DATE

March 11-15,

2017