Governance and Commitment to Rules Compliance
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- Self-Study Items 1.
- Average Standardized Test Score by Gender Male Students Male Student Athletes Female Students Female Student Athletes
- ACCEPT UNCONDITIONALLY AUTOMATIC CONDITIONALS COMMITTEE RESERVES THE OPTION TO INTERVIEW OR DENY
- GPA is 2.25 or above GPA is 1.75 – 2.25
- If GPA is 2.50 or above, student will likely be approved for TRANSITIONS.** GPA is 1.75-2.50 GPA below 1.75
- If GPA is 3.00 or above, student will likely be approved for TRANSITIONS.** 2.00 – 3.00 GPA below 2.00
- 2.75 and above GPA below 2.75 ACT: 15
- 3.00 and above GPA below 3.00 ACT: 14
- 3.25 and above GPA below 3.25 ACT: 13 and below
- Operating Principle 2.2 Academic Support.
- _ Academic Advising – Course selection, class scheduling, degree program assistance, priority registration.
- _ Success Skills – Study skills, note and test taking, writing and grammar skills, time management skills.
- _ Study hall – Availability, facilities, policy for mandatory attendance.
ACADEMIC INTEGRITYOperating Principle 2.1 Academic Standards. The Association’s fundamental principles indicate that an intercollegiate athletics program shall be designed and maintained as a vital component of the institution’s educational system, and student-athletes shall be considered an integral part of the student body. Consistent with this philosophy, the institution shall demonstrate that: a. The institution admits only student-athletes who have reasonable expectations of obtaining academic degrees. If the academic profile of entering student-athletes, as a whole or for any student-athlete subgroup, is significantly lower than that of other student-athlete or comparable student body groups, the contrast shall be analyzed and explained by appropriate institutional authorities. (2) If the graduation rate of student-athletes, as a whole or for any student-athlete subgroup, is significantly lower than that of other student-athlete or comparable student body groups, this disparity shall be analyzed, explained and addressed (through specific plans for improvement) by appropriate institutional authorities.
whichever are higher. c. The responsibility for admission, certification of academic standing and evaluation of academic performance of student-athletes is vested in the same agencies that have authority in these matters for students generally. Self-Study Items 1. List all “corrective actions,” “conditions for certification” or “strategies for improvement” imposed by the NCAA Division I Committee on Athletics Certification in its first-cycle certification decision (if any) as they relate to Operating Principle 2.1 (Academic Standards). In each case, provide: (a) the original “corrective action,” “condition” or “strategy” imposed; (b) the action(s) taken by the institution; (c) the, date(s) of the action(s); and (d) an explanation for any partial or noncompletion of such required actions. Please note, the institution is not required to respond to recommendations for required actions developed by the peer-review team unless those same recommendations were adopted by the Committee on Athletics Certification. Items 1-4 are not applicable, since we are applying for certification for the first time. 2. List all actions the institution has completed or progress it has made regarding all plans for improvement/recommendations developed by the institution during its first-cycle certification process as they relate to Operating Principle 2.1 (Academic Standards). Specifically include: (a) the original plan; (b) the actions(s) taken by the institution; (c) the date(s) of the action(s); (d) actions not taken or not completed; and (e) explanations for partial completion. Please note, the institution will not be required to fulfill an element of a first-cycle plan if the element does not affect conformity with an operating principle. 3. Describe any additional plans for improvement/recommendations in the area of Operating Principle 2.1 (Academic Standards) developed by the institution since the first-cycle certification decision was rendered by the Committee on Athletics Certification. 4. List all actions the institution has completed or progress it has made regarding required actions identified by the NCAA Committee on Athletics Certification during the institution’s interim-report process (if applicable) as they relate to Operating Principle 2.1 (Academic Standards). 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 of such required actions. 5. Describe the process by which student-athletes are admitted to your institution and identify the agencies vested with this responsibility. In what ways (if any) do the process and/or criteria used for the admission of student-athletes differ from the process for admitting students generally. Be specific and, give careful attention to key decision points (e.g., establishment of admissions criteria, approval of, special admissions) in these processes and the individuals or groups involved at each point, including the role, either formal or informal, the athletics department plays (if any) in the admissions process for student-athletes. The admissions policy for student-athletes is identical to that for all prospective Lipscomb students. The Vice President for Enrollment Management applies university-adopted admissions criteria, including that for approval of special admissions. The Athletics Department invites and hosts recruits on campus in accordance with NCAA guidelines, but representatives from the Department of Intercollegiate Athletics do not participate in admissions decisions. The Athletics Department informs Admissions of NCAA Recruiting Calendars for all sports so that they are aware of NCAA “dead periods.” The process by which all applicants are admitted is described in the Undergraduate Catalog (pages 9-12 in the 2003-2004 Undergraduate Catalog). According to the Catalog, the four criteria for unconditional admission are “an ACT composite score of 19 or higher, a high school GPA of 2.25 or better, a compelling personal statement on the application, and strong educational and personal references.” The Catalog also states that applicants who “do not meet all four criteria will be automatically reviewed by the Admissions Committee [also known as the Academic Review Committee], which in some circumstances may recommend admission through the Transitions Program.” [Students in that program take a reduced (no more than 14 hours) load, enroll in University Orientation (UN 1101), and are subject to regular office visits and grade monitoring.] The Academic Review Committee evaluates the circumstances of each student and establishes required conditions aimed at enhancing the likelihood the student will achieve academic success at Lipscomb University. In the case of student-athletes who fall below the criteria for unconditional admission, issues that might affect their potential for academic success, such as the time requirements of their given sport, are considered in the same way as any other extenuating factor. The Academic Review Committee is chaired by the Director of Academic Advising and Support Services. It also includes the Coordinator of Academic Support, the Director of Admissions, other staff members who have backgrounds or experiences relevant to the admissions process, and four faculty members. Details related to the academic review process are included under 2.1.7. Admissions counselors assist applicants who are student-athletes in their geographical region in the same way they would any other prospective Lipscomb student. One admissions counselor is assigned as a liaison to the Athletics Department and serves on the Lipscomb Athletics Eligibility Certification Committee. The only informal role of the Athletics Department in the admissions process is to check to see if potential student-athletes are completing the required elements of the application process. 6. Compare the admissions profiles of student-athletes who received athletics grants-in-aid with the profiles of students in general by submitting the following information for the three most recent academic years: average standardized test scores for freshman student-athletes who received athletics aid (by gender, by racial or ethnic group, and according to the eight sport groups listed in the NCAA Division I graduation rates disclosure form) and for all entering freshmen students (by gender and by racial or ethnic group). Average Standardized Test Score by Gender Male Students Male Student Athletes Female Students Female Student Athletes
Name of person completing this chart: _____________________________________ Title:_______________________________________ Date:___________________
Overall high school GPA below 2.25 Lack of strong educational or personal references Lack of a compelling personal statement The applications of any prospective transfer students who have not achieved a 2.0 GPA at the institution from which they are transferring are sent to the Academic Review Committee. Finally, the applications of Lipscomb University students dismissed for academic reasons are sent to the Academic Review Committee to determine under what conditions these students should be readmitted to the university. During the school year, the committee meets weekly to review applications. During the summer, the committee meets on an ad hoc basis. The Coordinator of Academic Support forwards application files to members of the committee one week prior to their meeting so that members can give ample consideration to each case. Following each meeting, the Academic Review Committee will send its recommendations to the Vice-President for Enrollment Management, to the Director of Admissions and to appropriate Admissions Office staff. Applicants who have an 18 ACT/860 SAT and a GPA of 2.5 or above will be offered a spot in the TRANSITIONS program. Students with a 17 ACT/810 SAT and a high school GPA of 3.0 will receive the same offer. While the Academic Review Committee typically reviews each application only one time for prospective new, transfer and returning students, a student may appeal the decision of the committee if it is not in his/her favor by submitting a personal one-page minimum letter explaining the circumstances which might prompt a second review. The committee will reexamine the application and return a decision to the Admissions Office whose responsibility is to contact the student on the next business day with the final outcome. Finally, Lipscomb University does have a policy for administrative overrides for both freshmen and transfer students. With each incoming freshman class, Admissions will receive 10 “Freshman Administrative Overrides.” With the beginning of each fall term, Admissions will be allowed one “Transfer Administrative Override” for every twenty registered transfers who are admitted unconditionally. These may be used by Admissions and Lipscomb Administration to override a decision that the ARC has made to deny a particular student. To date, there is no evidence to suggest that student-athletes have received any special consideration in this phase of the admission process. The guidelines used by the ARC are shown below.
*ANY student who does not fall into the category of unconditional or developmental admission should be sent to the Review Committee ** Assuming there are no extenuating circumstances, such as behavioral problems, etc.  
8. Compare and explain any differences between the percentage of freshman student-athletes receiving athletics aid who were admitted through any of the processes described in number 7 above and the percentage of freshman students generally who were so admitted. Provide these comparative data for the three most recent academic years. For the student-athlete data, information should be displayed for each of the sport groups, organized by year, and listed in the NCAA Division I Graduation-Rates supplemental form. [Use the supplied chart to compile these data.] 9. List the step-by-step sequence of actions taken by particular individuals on your institution’s campus to certify initial eligibility for transfer student-athletes. Identify by name and title the individual(s) with final authority for certifying initial eligibility. According to Lipscomb’s Athletics Policies & Procedures Manual (pp. 52-58), a release form from the previous institution must be obtained by the Compliance Coordinator for the student transferring from a four-year institution. (The procedure for students transferring from a two-year institution is the same, except for the release.) Once a release is obtained, transcripts are submitted in the following order to: Office of Admissions Transcript Analyst, Compliance Coordinator, Assistant Director of Athletics for Academics, and Registrar’s Office. Contingent on the transfer hours accepted relative to applicable NCAA and institutional regulations, the student-athlete’s eligibility is determined. The Admissions Office accepts the student-athlete under the same standards set forth for all transfer students. In many cases, the student is accepted to the University before being identified as a student-athlete. The Lipscomb Athletics Eligibility Certification Committee (Admissions Counselor, Registrar, Asst. AD – Academics, Compliance Coordinator, Athletics Director, Faculty Athletics Representative) certifies that the information on the Eligibility Checklist is accurate; the Registrar is the final authority for certifying transfer eligibility. (1, pp. 52-58) 10. List the step-by-step sequence of actions taken by particular individuals on your institution’s campus to certify student-athletes’ continuing eligibility. Identify by name and title the individual(s) with final authority for certifying continuing eligibility. Once a student-athlete is admitted and enrolled in the university, he/she is tracked throughout the semester, end of each semester, and ultimately at the end of each academic school year. The student-athlete must meet NCAA and institutional requirements for satisfactory progress, progress towards a degree, and satisfactory grade point averages. Eligibility for competition is stated in the Lipscomb University Athletic Policies and Procedures Manual (pp. 52-58) and is strictly followed. To certify continuing eligibility the Registrar’s Office records grades each semester after receiving them from each instructor. The Compliance Coordinator checks to assure the Student Athlete Statements and Drug Testing Consent Forms are complete. The Assistant Director of Athletics for Academics ensures that all student-athletes are full-time enrolled. The Registrar’s Office checks to assure that duplications are not made on previously earned hours and that all other NCAA and institutional academic requirements have been met. The Assistant Director of Athletics for Academics advises each coach of any student-athlete who is ineligible for competition due to institutional and NCAA rules. The Lipscomb Athletics Eligibility Certification Committee (Admissions Counselor, Registrar, Asst. AD – Academics, Compliance Coordinator, Athletics Director, Faculty Athletics Representative) certifies that the information on the Eligibility Checklist is accurate; the Registrar is the final authority for certifying continuing eligibility. 11. Review the graduation rates for student-athletes who received athletics grants-in-aid, for various student-athlete subgroups and for students generally during the last three years, and comment on any trends or significant changes. Specifically, identify and explain deficiencies in graduation rates for any of the following when compared to the graduation rates of students generally: student-athletes generally, student-athletes of particular sport teams, student-athletes by gender, student-athletes by ethnicity and student-athlete subgroups (i.e., ethnicity) within particular sport teams. If the graduation rate for student-athletes, or for any student-athlete subgroup, is less than the graduation rate for students generally, the institution must analyze, explain and address, as appropriate (1) the magnitude of the difference between the student-athlete (or subgroup) rate; and (2) the trends over the three reporting periods in these rate differences. 12. Identify and describe the academic standards and policies contained in the university’s catalog/bulletin, athletics department manual, student-athlete handbook and/or institutional handbook for students. Describe exceptions, if any, to the institution’s regular academic standards and policies applicable to the general student body (e.g., good academic standing, definition of minimum full-time status) that are available to student-athletes. Some academic standards at Lipscomb University exceed NCAA standards. For example to remain academically eligible at Lipscomb a student athlete must maintain a cumulative 2.0 grade point average throughout his eligibility and must have at least a 2.0 cumulative GPA to graduate. The NCAA requires that only a percentage of the grade point average required by the institution to graduate be met at different points in the athlete's academic eligibility. Student athletes entering college before August 2003 are required to maintain a minimum GPA which is 90% of the institution's graduation GPA by their third year of eligibility and which is 95% of the institution's graduation GPA by their 4th and 5th years of eligibility. Those entering after August 2003 must meet an even higher standard by maintaining a minimum GPA which is 90% of the institution's graduation GPA by their second year of eligibility; 95% by their third year; and 100% by their fourth and fifth years. In relation to those latest NCAA standards Lipscomb standards are higher for our student athletes until they reach their fourth and fifth years when the Lipscomb and NCAA standards match. A Lipscomb student athlete may have to declare his or her major and minor sooner than other Lipscomb students in order to satisfy NCAA regulations. Lipscomb requires that a student declare his or her major and minor when 57 hours have been completed. Since the NCAA requires that a student-athlete declare his or her major before the beginning of the third year of eligibility, a student-athlete may have to make that declaration before completing 57 hours.
Lipscomb student-athletes are also given priority appointment times during Early Class Selection (preregistration for the following semester) along with resident assistants, Admissions ambassadors, honors students, and physically handicapped students. Academic standards and policies can be found in the University catalog on the pages indicated below. Admission Requirements and Process, pp. 9-11 Freshmen, p. 9 Early admission, p. 9 Home-school students, p 10 Transfer students, p.10 International students, p. 11 Academic Honor Code, p. 15 Academic Program, pp. 35-61 Academic advising, p35 Daily Bible requirement, pp. 35-36 General education requirement, pp. 36-37 Major/Minor areas of study, pp. 37-39 University writing program, pp. 39-40 Requirements for graduation, pp. 40-41 Second Bachelor’s degree, p. 41 Statute of Limitations, p. 41 Correspondence courses, pp. 41-42 Independent studies, p. 42 Special exams, p. 42 Advance placement credit, pp. 42-43 CLEP credit in general exams, p. 43 CLEP credit in subject exams, pp. 43-44 International Baccalaureate credit policy, p. 44 Equivalency credits, p. 44 Developmental non-credit courses, pp. 44-45 Transfer credit, p. 45 Letter grading system and quality points, pp. 45-46 Student grievance process, p. 47 Incomplete grades, p. 47 Audits and non-credit repeats, p. 47 Academic probation and suspension, pp. 47-49 Academic recovery, p. 49 Student load-credit hours, pp. 49-50 Dropping courses, p. 50 Class standing, p. 50 Class attendance, p. 50 Final exams, p. 50 Graduation honors, pp. 50-51 Provost’s list and honor roll, p. 51 The Honors program, p. 52 Transcripts, p. 58
Items 1-4 are not applicable, since we are applying for certification for the first time. 2. List all actions the institution has completed or progress it has made regarding all plans for improvement/recommendations developed by the institution during its first-cycle certification process as they relate to Operating Principle 2.2 (Academic Support). Specifically include: (a) the original plan; (b) the actions(s) taken by the institution; (c) the date(s) of the action(s); (d) actions not taken or not completed; and (e) explanations for partial completion. Please note, the institution will not be required to fulfill an element of a first-cycle plan if the element does not affect conformity with an operating principle. 3. Describe any additional plans for improvement/recommendations in the area of Operating Principle 2.2 (Academic Support) developed by the institution since the first-cycle certification decision was rendered by the Committee on Athletics Certification. 4. List all actions the institution has completed or progress it has made regarding required actions identified by the NCAA Committee on Athletics Certification during the institution’s interim-report process (if applicable) as they relate to Operating Principle 2.2 (Academic Support). 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 of such required actions. 5  . Identify how the institution is organized to provide academic support and advising services to student-athletes (i.e., reporting lines and identification of who does what).
6. Using the following program areas for academic support issues as examples, please describe: a. The specific academic support services offered to student-athletes (if any); Lipscomb University offers several support services that are available to all of our students. Of the specific support services addressed in this self-study, only student-athlete tutoring, study halls, and dedicated academic progress and monitoring and reporting are exclusive to student-athletes. All of the academic support services outlined below are open to all students. Student-athlete specific services are open to all student-athletes who participate in our intercollegiate athletics program. b. Any policies that govern which students can use these services; There are no restrictions as to which academic support services on campus a student athlete may use. In fact athletes are encouraged through the Academic Support Program for Athletics (ASPA) to use all the academic support services available to them, both university-wide and in the Athletics Department. The Assistant Athletic Director for Academics who directs the ASPA works closely with the directors of the various academic support services across campus to help athletes avail themselves of these resources. c. The mechanisms by which student-athletes are made aware of these services; Student-athletes receive information about academic support services as other students do through the university catalog, student handbook, and chapel announcements, brochures, mailings, and e-mail messages disseminated by the university’s Office of Academic Advising and Support Services, Admissions Office, the Offices of the Provost and the Associate Provost for Academic Affairs, the Registrar’s Office, Writing Center, and Math Lab. Information about the university’s academic support services and those of the Athletics Department is further disseminated through the Athletic Department at team meetings conducted by the Assistant Athletic Director for Academics, through the coaches and the Student Athletic Advisory Committee, through e-mails sent out by the Assistant Athletic Director for Academics to athletes before priority registration each semester and at other times, in the Student-Athlete Handbook and the Athletics Policies and Procedures manual, and in meetings with individual student-athletes. Information regarding academic advising is disseminated by the Office of Academic Advising and Support Services, the Offices of the Provost and the Associate Provost for Academic Affairs, the Registrar’s Office, faculty academic advisors, and the Assistant Athletic Director for Academics. Information about tutoring is disseminated by the Athletic Department’s Academic Support Services through the coaches.
Academic support services provided outside the Athletics Department are reviewed by the Director of Academic Advising and Support Services, the staff in this area, and the Associate Provost for Academic Affairs. Nationally recognized student satisfaction reports (i.e. the National Survey of Student Engagement and the Student Satisfaction Inventory) are used to gather data needed to review these areas. e. The mechanism for periodic review and approval of these services by academic authorities outside athletics of these services. Support services provided through the Athletics Department are currently not reviewed. If the institution has additional or different academic support services not included in the list of examples, please click “Add Academic Support Area.” _ Academic Advising – Course selection, class scheduling, degree program assistance, priority registration. Lipscomb University follows a “faculty-only” model of academic advising. It is our belief that, for an institution the size of ours, faculty offer students the best possible combination of mentoring and provision of information. Upon matriculation, each first year student or transfer student is assigned to a faculty advisor in his/her declared area of interest. Experienced advisors are provided to work with students who indicate that they are not sure of their academic/career direction. Students may request an advisor change at any point in their career, and some departments reassign students once they formally declare a major (required no later than 57 hours) to a faculty member who works primarily with upperclassmen. All advisors have access to helpful advising information on the website for the Office of Academic Advising and Support Services, including links to extensive information regarding NCAA regulations, along with institutional information about each of our teams (i.e. practice times, travel patterns). Through the cooperation of the Registrar’s Office, all student-athletes are given an early appointment time to register via the university website during the Early Class Selection period. School ambassadors, resident assistants, honors students, and physically handicapped students are given the same privilege. Each student-athlete, like every other university student, is assigned an academic advisor who is largely responsible for helping them establish and attain their own academic goals. The Assistant Athletic Director for Academics who oversees the area of Academic Support Services supplements the advising done by those faculty members in consultation with them. The Assistant Athletic Director for Academics conducts a team meeting with each team at the beginning of every semester. Part of that presentation addresses the process of declaring a major and minor at Lipscomb, resources/tests in the university counseling center which may be used if a student-athlete is unsure as to what major he/she wants to pursue, and implications of possible changes in the major in terms of meeting satisfactory progress requirements once the major is declared. The Assistant Athletic Director for Academics meets with individual athletes when they request it and advises them regarding potential majors, often sending them to the Director of Testing in the Counseling Center to take career interest tests and receive counseling about future careers and to professors or department chairs of various disciplines they think they might want to major in. The Assistant Athletic Director for Academics sends out requests for academic progress reports on each student-athlete several times during the semester, and faculty occasionally indicate in those reports that a particular athlete is probably pursuing the wrong major for him/her. At that point the Assistant Athletic Director for Academics talks to the athlete and advises him/her to seek the counsel of the university personnel mentioned above. Due to the smaller size of the university, it is more limited in the range of its majors than are larger universities. Therefore student-athletes who transfer in and need to meet the satisfactory progress requirements toward a Lipscomb degree are advised by the Assistant Athletic Director for Academics concerning the Lipscomb majors which will allow them to meet those requirements. No major is dictated to these transfer student-athletes; instead they choose from the workable options presented to them. _ Tutoring – Availability; procedures and criteria for obtaining assistance; assignment, qualifications, training, experience, etc.; compensation, rate of pay, pupil loads, qualifications, experience, other terms and conditions of employment. Tutors are provided for all student-athletes who request them or who are deemed as needing one by Academic Support Services under the direction of the Assistant Athletic Director for Academics in consultation with faculty members, academic advisors, the university’s Office of Academic Advising and Support Services and Director of Disability Services, and coaches. Information about tutoring services is disseminated through coaches, team meetings, the Athletics Policies and Procedures Manual, and the Student-Athlete Handbook (page 29). In addition to information from the sources above regarding athletes in need of tutoring, the Assistant Athletic Director for Academics receives periodic updates from the faculty regarding each athlete’s academic performance in a class as well as midterm deficiency grades of D or F. Information from these reports may prompt finding a tutor for an athlete. Male and female athletes have equal access to tutoring, and the same pool of tutors is used for all student-athletes. The Athletic Department is committed to providing an adequate number of tutors. Tutors are undergraduates selected according to recommendations from department chairs or other professors who can speak to a potential tutor’s expertise in his or her discipline. Athletes needing help with writing are encouraged to go to the University Writing Center; its hours are varied enough (afternoon and evening hours) to work with athletes’ practice and competition schedules. Those needing help with math can go to the university Math Lab, but it is primarily open in the afternoon during practice times. Consequently, the Athletic Department hires several math tutors in the Athletic Department. Tutors are assigned to athletes by the Assistant Athletic Director for Academics who balances the number of student-athletes being helped by the various tutors. Most tutors are paid $5.40 an hour—the rate earned by all university student workers. A tutor who has worked for the Athletic Department for a year or more may receive a slight raise based on a merit evaluation by the Assistant Athletic Director for Academics. The following expectations of both tutors and the student-athletes are outlined in the Athletics Policies and Procedures Manual and the Student-Athlete Handbook (page 30): The ASPA (Academic Support Program for Athletics) expects student-athletes to: Arrive for their tutoring sessions on time and ready to study. Be prepared with questions about completed work as previously agreed upon between the tutor and student. Give the tutor proper respect and value his/her time and effort. ASPA expects the tutor to: Come to every session prepared and ready to devote his/her full attention to the student-athlete’s needs. Understand the challenges faced by student-athletes. Communicate effectively with the student-athlete in regards to the subject at hand. Place the responsibility on the student-athlete to complete his/her own work. In no way is the tutor to serve as a substitute for the student’s academic efforts. ASPA Attendance Policy The student-athlete and tutor should be on time to all sessions. Failure to attend a session without notifying the tutor beforehand and/or repeated tardiness may lead to the student-athlete’s forfeiting tutorial privileges. Both the athletes and the tutors are encouraged to apprise the Assistant Athletic Director for Academics of any problems, and the Assistant Athletic Director for Academics checks with both parties to see what progress is being made and/or if the tutoring process needs adjusting. _ Success Skills – Study skills, note and test taking, writing and grammar skills, time management skills. The Office of Academic Advising and Support Services (OAASS) provides funding for both a Math Tutoring Lab and the University Writing Center, both of which are available to the student body at large (including athletes). The faculty of the Math and English departments, respectively, coordinate the tutoring services, including the hiring of the student tutors, and the hours of operation are posted on the OAASS website. On occasion, OAASS provides nominal funding to departments to provide tutoring services, but this is not a regular offering like the Math Lab and Writing Center. The OAASS also provides a series of academic skills workshops each semester. The topics include time management, managing stress, improving test-taking and study habits, and managing the campus environment. The schedule for these workshops is publicized by a general e-mail to the student body, along with being posted on the OAASS website. The Assistant Athletic Director for Academics works with the Director of Academic Advising, Coordinator of Academic Support, and the Workshop Coordinator to see that student-athletes with special needs participate in the appropriate academic skills workshops. _ Study hall – Availability, facilities, policy for mandatory attendance. The following information regarding athletic study halls is contained in the Athletics Policies and Procedures Manual and the Student-Athlete Handbook (page 31). Information about the athletics study hall policies is also discussed at team meetings, and information about a specific team’s study hall is disseminated through the coach(es). Directory: uploads uploads -> 587 Return function, r i(X) r i(0) r i(1) r i(2) r i(3) 1 0 2 4 6 Thermal Station, I 2 0 1 5 6 3 0 3 5 6 10 uploads -> Department of science and humanities department of mathematics part-a questions and answers uploads -> The Case Against the nypd’s Quota-Driven ‘Broken Windows’ Policing What Is It? uploads -> For want of a nail uploads -> Ownership Models There are two different types of ownership models uploads -> Police Militarization uploads -> City of rising star regular meting thursday, july 14, 2016 uploads -> Township of winfield uploads -> Stop Militarizing Law Enforcement Act of 2014 uploads -> The Black Panther Party’s Ten-Point Program What We Want Now! Download 0.73 Mb. Share with your friends:
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