Introduction…………………………….………………………………1 Purpose……..…………………………….……………………………3 Student-Athlete Outcomes…………………………….……………..4 Existing Community College Athlete Success Models………..….5 Recommended Services…………………………….……………….7 Budget…………………………….……………………………………9 Theoretical Points of Support…………………………….………...10 Appendix A: A Model for Student Success ……………………..11

I. INTRODUCTION

In fall 2014, the Physical Education and Athletics faculty determined that establishing a Physical Education and Athletics Student Success Task Force as their highest priority in the current program review cycle. The following members comprised the task force:

• Dr. Richard Rams, Dean of Physical Education & Athletics (Chair) • Dr. Paul de Dios, Dean of Counseling, Student Development and A&R • Bill Pinkham, Athletics Director • Margaret Mohr, Department Coordinator & Head Women’s Basketball Coach • Drew Alhadeff, Full-time PE Instructor/Head Men’s Basketball Coach • Dana Bedard, Athletics Counselor • Jeff Cutkomp, Adjunct Athletics Counselor • Wes McCurtis, Sports Information/Marketing Representative

Since January 2015, the task force has reviewed data, models of student-athlete success centers and now is prepared to offer recommendations for changes in our policies or practices that would help ensure success for all 200 student-athletes across our 14 intercollegiate athletic programs at Cypress College.

Cypress College prides itself on its comprehensive excellence across a wide range of academic, cultural and social campus offerings and activities. While our broad academic scores reflect the outstanding work of many of our student-athletes, some sports have performed at a level reflective of our problem with the achievement gap. Although it is clear that improvement is already underway, it is imperative that we make sure we have properly identified the issues, diagnosed the challenges and set success strategies that are on target.

The task force provides the enclosed report and actionable recommendations to assist the campus in maximizing academic performance of student-athletes and the overall quality of their campus experience. In the development of this proposal, an examination of the following areas were conducted in order to support the recommendations and strategies for improving outcomes:

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• Academic expectations and performance of student-athletes. • How student-athletes describe their experience as athletes at Cypress College, and what

impact this has on their performance and future engagement with the campus. • Resources allocated to student-athlete support and how they compare to conference and

CCCAA peers. • How athletic administrators and other department personnel can most appropriately and

effectively support student-athlete academic success. • The role of coaches and administrators in supporting student-athletes in their academic

pursuits. • The role and responsibility of faculty in supporting student-athletes in their academic

pursuits

Submitted September 1, 2016 by:

Dr. Richard Rams, Dean of Physica l Educat ion & Ath let ics

Student-Athlete Task Force Administrative Chair

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Dana Bedard , Ath le t ics Counse lor

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Head Tennis Coach

Erick Hurtarte, Ad junc t PE Instructor

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Head Baseball Coach

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Head Men's Soccer Coach

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Head Women's Volleyball Coach

Bill P inkham, Athlet ics Director

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Dr. Paul de Dios, D e a r n u f C o u n s e l i n g , Student D e v e l o p m e n t and A & R

W e s McCurt is, Spor ts In format ion/Market ing Representa t ive

II. PURPOSE

The Student Athlete Success Center will support student-athletes at Cypress College in their current academic studies, prepare them to transfer to a four year institution and foster high levels of academic, athletic and personal success. Through SSSP initiatives, Student Equity support, and grant funding, there is a significant opportunity for Cypress College to direct counseling and related support to serve our diverse student-athlete population. The primary objective Student Athlete Success Center is to support the academic needs of the student-athletes with the following services: supervised study hall, tutoring, mentoring, academic counseling, CCCAA, NCAA, NAIA eligibility education, new student-athlete orientation (for both new and returning student-athletes), financial aid and money management advising, transfer/career planning, and community outreach via collaboration with our existing student services programs.

The Cypress College mission is to enrich students’ lives by providing high quality education for transfer to four-year institutions, associate degrees, career technical education, and certificate coursework, as well as basic skills and opportunities for lifelong learning. In order to better support this mission and support the student-athletes at Cypress College, directed academic support to the unique needs of our student-athletes is recommended. Currently, student-athletes are supported with academic counseling, but lack other designated support systems to help them succeed. Historically, components of effective student services programs have included eligibility monitoring, academic advising, academic testing, tutorial assistance, personal and career counseling, and mentoring (Storch & Ohlson, 2009; Lenz and Shy, 2003). Cypress College student-athletes currently commit hours of practice each week for their sport, without a designated area on campus to practice for their academic careers. CCCAA Eligibility mandates for student-athletes to be enrolled in a minimum of 12 units and complete a minimum of 24 units each academic year. Meeting eligibility requirements is critical to the remaining on a team and the transfer process.

In order to meet the requirements for eligibility and increase transfer rates of student-athletes at Cypress College, a space on campus is needed to develop life skills and enhance their academic abilities. In the past five years community colleges across Southern California have started creating support centers for student-athletes.

III. STUDENT ATHLETE OUTCOMES How does the academic success of student athletes compare to other students at Cypress College? We sought to answer this question by examining demographic and achievement data among first-time freshman between 2010-11 and 2014-15 and comparing student athletes to non-athlete students. The achievement data examined included course success rates, fall-to-fall persistence rates, and award and transfer rates. The data indicates that not only did student athletes have higher success rates than non-athlete students overall (79% vs. 70%), but student athletes outperformed non-athlete students across each ethnic group. Most notably, African American athletes had course success rates that were 16 percentage points higher than non-athlete African American students (75% vs. 59%). According to the data, student athletes are 2.3 times more likely to earn an award, 2.9 times more likely to transfer, and 2.5 times more likely to earn an award and/or transfer than non-athlete students. In addition to student athletes being 2.5 times more likely to earn an award and/or transfer than non-athlete students overall, this trend was evident across all ethnic groups. Most notably, African American student athletes were 2.9 times more likely to earn an award or transfer than African American non-athlete students, and Hispanic student athletes were 3.2 times more likely to earn an award or transfer than Hispanic non-athlete students. The possibility that student athletes were more prepared for college than non-athlete students was examined as an explanation for their higher academic success. The data indicated that student athletes were slightly more likely to place at the higher levels of English and math than non-athlete students. However, additional analyses indicated that the higher rates in achievement outcomes of student athletes remained statistically significant even after controlling for English and math preparedness. In other words, student athletes were more academically successful that non-athlete students—more than can be explained by differences in academic preparedness. In general, the demographics of student athletes are comparable to non-athlete students, however males, White, African-American, and younger students are overrepresented among student athletes. The results from this study indicated that student athletes were more academically successful than non-athlete students across all achievement outcomes that were examined: course success rates, fall-to-fall persistence rates, and award and/or transfer rates— and the higher rates of success were more than what could be explained by academic preparedness. Furthermore, student athletes outperformed non-athlete students across all ethnic groups, with achievement outcome rates sometimes 3 times as high as non-athlete students. To summarize, participating in athletics as a students is associated with higher academic success across multiple achievement indicators and across all ethnic groups. See Appendix A for additional data and the formal presentation on our student-athlete success study.

IV. EXISTING COMMUNITY COLLEGE MODELS IN THE REGION Mt. San Antonio College “WIN Center”: http://www.mtsacathletics.com/academics/win_ctr_detail_info The WIN Program at Mt. San Antonio College provides academic support services for Mt. SAC Student-Athletes. Mt. SAC is committed to the academic development and success of student-athletes. The WIN Program Center is the result of the collaboration between the Mt. SAC Faculty and Administration. Student-Athletes have access to free tutoring, computer labs and additional academic support services. The goal of the WIN program is to provide students an environment in which they can pursue academic success through interaction with tutors, utilization of resources, and staff support. Program’s Services:

• One-on-one and small group tutoring • Computer Access • Assessment of Basic Skills

• Essential Employment Skills • Resume Writing • Time Management

Long Beach City College - “Student Athlete Success Center” http://www.lbccvikings.com/academics/sasc The Student Athlete Success Center (SASC) supports and enables student athletes to utilize and integrate the academic resources provided by the SASC, LBCC Athletics, and Counseling to promote academic success and increase retention, graduation, and transfer rates. The SASC assists prospective, current, and former LBCC student athletes with their matriculation to LBCC, their academic success at LBCC, and their transfer from LBCC to a four year university. Program’s Services:

• Skill Workshops • Computer Lab • Student Athlete Orientation Program • Athletic Counseling

Pasadena City College- “The ZONE” http://www.pasadena.edu/athletics/zone/ The Stan Gray Academic Athletic Zone supports student-athletes in their academic, social, and athletic endeavors. We encourage students to become vested members in the academic community and utilize the vast resources at Pasadena City College. Program’s Services:

• Tutoring • Study Hall • Computers

• Counseling • Study Workshops • Speakers/Career Workshops

Golden West College - “Study Table” http://www.gwcathletics.com/academics/student_services Select athletes are required to spend three hours a week in study table. Study table is part of the Academic Gameplan. This is where the athletes can work on the skills they were taught in class. Such skills as note taking, test preparation, and time management. Program’s Services:

• Free Tutoring for Student Athletes • Study Space

• Counseling • College 100 Course

Mt. San Jacinto College – “Student Athlete Support Services/Study Hall” The student-athlete study hall at Mt. San Jacinto provides a structured learning environment with computers and study tables for student-athletes to work independently on their homework assignments. The study hall is open and available for student athletes to utilize whenever there is a staff member in the building. Program Services:

• Study Hall/Computer Lab • Academic Counseling • Tutoring – Partnered with Learning Center, Math Center, and Writing Center • Athletic Forum

V. RECOMMENDED SERVICES FOR CYPRESS COLLEGE ATHLETES Computer Lab/Study Hall Room For this aspect of the program, student-athletes would have access to a reserved room on campus that is dedicated for studying, workshops, group work, and tutoring.

• This room would need to be mediated and able to provide internet access. • Could be shared with counseling classes in order to maximize the use to the space in

time that study hall is not needed. • 1st semester student-athletes will have study hall participation hour requirements

established by their coaches and monitor by staff. • Student-athlete on probation/at-risk (under 2.5 gpa) will have study hall participation

hour requirements established by their coaches in collaboration with counseling staff.

Room Needs: • Private study and group work tables • Computers/Laptops • Tutoring Services or coordination with the LLRC • Staffing to monitor student tracking system

Counseling

• Student Education Planning Appointments (SEP’s) • Academic Support • Knowledge of CCCAA Eligibility • Campus Resources • Counseling Course Instruction • One-on-one and group counseling sessions • Online counseling sessions

Tutoring:

• One-on-one and group tutoring • Math and English Tutors • Science tutors for highly utilize science courses (such as Geology/Biology/Anatomy)

Course Partnerships: Courses can be held in the room for the student-athletes that relate to educational/academic support areas. The Student-Athlete Counselors could host the courses for specific student-athletes depending on what year of completion they are in. An Academic Success Certificate could be developed to encourage participation in courses.

• Counseling 100 – College Orientation (1 Unit) (1st year) • Counseling 105 – Stress Management (1 Unit) (1st or 2nd year) • Counseling 135 – Leadership (1 Unit) (1st or 2nd year) • Counseling 140 – Educational Planning (1 Unit) (1st year) • Counseling 141 – Career Exploration (1 Unit) (1st or 2nd year) • Counseling 144 – Women and Careers (2 units) (1st or 2nd year) • Counseling 160 – College/University Transition (1 Unit) (2nd year)

Mentoring Program • 1st year student-athletes are partnered with a 2nd year student-athlete peer mentor

(Mentor not of same positon on team/could be from a different sport) • Mentors will meet with one another at least once per month to help orient the 1st year

players to college academics and athletics • Tables/study space will be reserved for student-athletes in the Mentoring Program • Partnership with one Counseling Course

Athletic Forum A monthly event that brings all student athletes together to welcome incoming student athletes for the first time or welcome returning student athletes back to school in the fall semester.

• College administrators, athletic faculty and other staff members speak as well (A&R Staff, Financial Aid, EOPS, and related support services)

• Possible topics: o Academic Success o Sexual Assault/ Harassment Prevention o Drug and Alcohol Awareness o Academic Dishonesty o Social Media / Professional Branding o Professionalism o Managing Finances/Budgeting o CCCAA Topics

Student-Athlete Advisory Committee (SAAC)

• Elected representatives from each team will meet once a month • Student-Athlete SAAC President and Vice President positions • Creates a Student-Athlete voice to the administration • Plan fund raisers and team attendance competitions • Monitored by Student-Athlete Counseling Faculty or PE Faculty Member

VI. BUDGET FOR THE CYPRESS COLLEGE STUDENT ATHLETE SUCCESS CENTER

Student Equity Funds SSSP Funds Tutoring $6,000 $0 Special Projects Coordinator: Student-Athlete Success

$52,000 + stipend $0

Adjunct Counselor $0 $40,000 Other $2000 $0 TOTAL $66,000 $40,000

EXPENSE DETAIL Tutoring 12hrs/week @ $11/hr x 40 weeks = $5280 +benefits is approximately $6,000 per year. Special Projects Coordinator Range 1 @ $200/day + stipend Program Coordinator Staffing (Faculty/Part-Time) 20hrs/week @ $48/hr x 40 weeks = $38,400 Other Costs Projected $2,000 for marketing materials RECOMMENDED INFRASTRUCTURE Room 24 Chairs 6 Tables 2 desks Printer Internet Access 24 Tablets/Laptops that can be checked out and secured in the facility

VII. RELATED THEORETICAL POINTS OF SUPPORT Historically, components of effective student services programs have included eligibility monitoring, academic advising, academic testing, tutorial assistance, personal and career counseling, and mentoring (Gunn and Eddy, 1989; Lenz and Shy, 2003). Gratto (2001) states that the ideal program should include academic advising, life-skills development, and personal and professional counseling. Storch & Ohlson (2009) Recommendations for Student-Athlete Support at Community Colleges:

• Life-Skills Development / Academic Advising/ Program Evaluation o Promote student athletes’ ownership of their academic, athletic, career, personal,

and community responsibilities. o Meet the changing needs of student athletes. o Promote respect for diversity and inclusion. o Assist student athletes in identifying and applying transferable skills. o Heighten awareness and education for the transfer to four-year institutions. o Foster an environment that encourages student-athletes to effectively access

campus resources. o Encourage development of character, integrity, and leadership skills.

A successful program will provide the tools and support for student athletes to transfer skills from the athletic field such as dedication, commitment, and teamwork to academic and professional skill sets. Exemplary programs also encourage student exposure and involvement in areas and activities that may bring greater career and life satisfaction (Shurts and Shoffner, 2004). NCAA (CHAMPS) Model: Five areas were identified as key components to address the needs of the student-athlete population: (1) academic excellence, (2) athletic excellence, (3) personal development, (4) career development, and (5) service. Intrusive advising includes a progress monitoring system where advisor and student continuously examine and evaluate academic progress throughout the semester and plan collaboratively. Student athletes, many of whom are academically underprepared when enrolling in college, may benefit greatly from the intrusive approach (Kramer and Upcraft, 1995). Evaluation: The student services support program should be evaluated annually. Effective evaluation strategies may include analyses of data pertaining to student retention, graduation, and professional and academic progress after leaving the institution.

APPENDIXA