Governance and Commitment to Rules Compliance
Philosophy and Objectives
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- Study Hall Policies
- Evaluation and Plan for Improvement
Philosophy and ObjectivesThe study hall sets aside time for concentrated study in a conducive environment and provides the student-athlete regular access to tutorial assistance. By taking advantage of this opportunity, the student learns to manage his/her time well and to balance the demands of academics and athletics more successfully. Study Hall PoliciesStudy hall policies apply to any upper-class student-athlete with a cumulative GPA below 2.5 and any freshman student-athlete with a cumulative GPA below 3.5. These student-athletes are required to fulfill a minimum of 4 study hall hours per week in a location designated by his/her coach, since the university lacks a centralized study hall facility. The number of study hall hours required of any individual student-athlete will be determined by the ASPA. Those study halls meeting in the university library are expected to abide by the policies established by the ASPA and distributed by the coach. Other study halls are subject to specific policies drafted by the coach in conjunction with the ASPA. Student-athletes will be required to sign in and out at their study hall location during their assigned hours and to be on time. They may meet a tutor for help at another time and location if that is pre-approved by the coach or Assistant Athletic Director for Academics and documentation of that tutoring session is given to the coach. The same policy applies to seeking help from the Writing Center or Math Lab or attending a pre-approved academic program such as a required concert or lecture. Proper documentation of these permissible alternatives to study hall is required. The student-athlete is expected to bring the necessary materials (books, paper, writing utensils, notes, syllabi, assignment sheets, etc.) to fill the allotted time with concentrated study.
material, and all other materials that impede the study of any students present are prohibited in Study Hall. Talking, either one-on-one or by cell phone, is not allowed, nor is participating in any non-academic activities on the computer (e.g. checking e-mail, playing computer games, surfing the Internet for non-academic reasons). The head coach or supervisor of the study hall will turn in the sign-in sheets from the previous week to the Assistant Athletic Director for Academics at the weekly coaches’ meeting. Penalties for a student-athlete’s failure to attend study hall, tardiness, and violating study hall rules will be imposed by the coach in consultation with the Assistant Athletic Director for Academics.
At present, there is no equivalent Advance program offered for transfer students during the summer. Transfer orientation consists of a meeting, at which transfer students who have not pre-registered during the summer are given a brief overview of policies by the Associate Dean of Campus Life, the Registrar, and the Director of Academic Advising and Support Services. A special ADVANCE for transfer students is being discussed. During the first week of classes, QUEST orientation occurs. Students are encouraged to attend the social and service activities that take place during this week, but they are not required. Both of these programs are run by the Campus Life Office.
2. number of absences so far 3. number of times tardy so far 4. any comments regarding attitude [cooperation, conscientiousness in keeping up with assignments and making up assignments missed, keeping the faculty member informed when the athlete misses class for athletic reasons] Information from these reports is then e-mailed to the athlete’s coach(es). All faculty members also submit midterm deficiency grades of D or F to the Associate Provost for Academic Affairs, and a report of athletes receiving those grades is generated and sent to the Assistant Athletic Director for Academics and to the coach of the relevant sport. The Assistant Athletic Director for Academics follows up via e-mail with the professors of those student-athletes to determine what appropriate help can be given to improve their status in the course. The Assistant Athletic Director for Academics additionally receives information from the Associate Provost for Academic Affairs about the academic status/progress of student-athletes on Academic Probation, from the Coordinator of Academic Support about student-athletes in the Transitions program (those requiring remedial help) and freshman student athletes on Academic Warning, from the Director of Academic Advising, from the Director of Disability Services, and from academic advisors. _ Assistance for special academic needs – Provisions for diagnosis and treatment of learning disabilities. Lipscomb University provides support for all students who enter the university with a documented learning or physical difference. It is the responsibility of the student to provide proper documentation/proof of that need, and it is the responsibility of the student to follow up each semester by meeting with the Director of Disability Services to provide the appropriate notification/paperwork to instructors. Student-specific accommodations are determined by having the student meet with the Director of Disability Services, and can include such things as extended test times, test-taking in a controlled environment, and oral examinations. _ Learning assessments – Provisions for testing and evaluation (e.g., placement testing). All new students who have studied a foreign language in high school or at another college or university must take a placement test before registering for any course in that same language. Students can place into any of the first four semesters of the foreign language. Initial placement into Math courses is based on the Math sub-score of the ACT/SAT. Initial placement in English courses is based on the English/verbal sub-score of the ACT/SAT. _ Mentoring – Availability of mentors, identification and assignment methods, frequency of interaction. Lipscomb currently has no institutional program for the mentoring of students or student-athletes. _ Assistance for at-risk students – Availability including institution-wide assistance. The Office of Academic Advising and Support Services provides several programs to assist students who are considered “at risk,” including those who enter on probationary status, along with those who find themselves on academic probation once they are a Lipscomb student. “Transitions” is a program for freshmen who do not meet all university entrance criteria. These students take a reduced (no more than 14 hours) load, enroll in University Orientation (UN1101), and are subject to regular office visits and grade monitoring. “Turning Point” is a similar program, but is targeted at students who are on academic warning and probation after becoming an LU student. Instead of enrolling in UN1101, these students are channeled toward appropriate academic skills workshops. The Early Warning System provides instructors with a tool to notify OAASS when they are concerned about the academic performance of any student, particularly related to class absences. Students may be called in to discuss problems, particularly if a pattern of excessive absences/underperformance is evident. _ Post-eligibility programs – Availability of scholarships, assistantships and academic support. Some of the NCAA post-eligibility scholarships are nominated by the FAR (i.e.: Kristin Peck was recently nominated for the NCAA Postgraduate Scholarship), while other scholarship/internship opportunities can be nominated by the FAR or athletics personnel. The NCAA sends out notices concerning these opportunities and the FAR and Assistant Athletic Director for Academics work together to identify athletes eligible for the awards. The FAR and Assistant Athletic Director for Academics generally work together to assemble the application packet. Operating Principle 2.3. Scheduling. It is a principle of the Association to ensure that, in the conduct of intercollegiate athletics, student-athletes have sufficient time for their academic programs. In accordance with this principle, the institution shall demonstrate that written policies are established in all sports to minimize student-athletes’ conflicts with class time and/or final examination periods due to participation in intercollegiate athletics, consistent with the provisions of Constitution 3.2.4.12. 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 2.3 (Scheduling). 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 2.3 (Scheduling). 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 2.3 (Scheduling) 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 2.3 (Scheduling). 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 institution’s written policies related to the scheduling of intercollegiate athletics competitions and practices and describe how they minimize interference with class time and examination periods. The policies for scheduling are included in the Athletics Policies and Procedures Manual. A tentative team schedule for the upcoming year is prepared and then forwarded to the Director of Athletics for approval before being considered final. Consideration is given to constructing a schedule which minimizes absences for all student-athletes. Once the schedule has been approved, the head coach will give the schedule to the Administrative Assistant no later than July 1st so that game contracts for events can be prepared and sent to opponents. (p. 11) During the playing season, a student-athlete may be involved in his/her sport for a maximum of four hours per day and a maximum of twenty hours per week. Outside of the playing season, a student-athlete may be involved for a maximum of eight hours per week, with no more than two hours per week spent on skill instruction. A day is defined as a calendar day. A week is defined as any seven consecutive days, to be determined by the team. The day of competition counts as three hours, regardless of the actual duration of the activities. No class time shall be missed for practice events except when a team is traveling to an away contest and the practice is in conjunction with that contest. (p. 33) Student-athletes are expected to keep their professors apprised of any absences due to competitions well in advance of days they will miss class, to make arrangements prior to the absence to make up exams and assignments, and to make up missed work quickly. Appointment times for making up exams and other work are at the discretion of the professor. A student-athlete must never tell a professor that he/she cannot make up the work at the time the professor designates because that time conflicts with a scheduled practice time. If the makeup is scheduled during practice time, the athlete must inform his/her coach ahead of time that practice will be missed due to making up coursework. (p. 47) 6. Describe the procedures used by the institution to monitor missed class time for student-athletes. Chapter Ten of the Student-Athlete Handbook and its counterpart in the Athletics Policies and Procedures Manual (chapter 18) states that "student-athletes must attend class and complete assignments. The university catalog specifies that 'any student who misses the equivalent of three weeks of any course is subject to being removed from that course.' Absences which are not athletically related may jeopardize the athlete's standing on the team and scholarships." Monitoring of student-athlete attendance is done through the professors' responses to the Academic Progress Report requests sent out for each athlete by the Assistant Athletic Director for Academics or the Office of the Academic Support Program for Athletics. Information from the professors is then passed on to each athlete's coach by that same office. Typically professors alert the Assistant Athletic Director for Academics if they are about to drop an athlete from a class due to excessive absences, and the Director of Academic Advising who oversees the process of having students dropped from a course at the professor's request lets the Assistant Athletic Director for Academics know when the professor has started that process. Each week the Academic Support Program sends an email to all faculty detailing the upcoming athletic events which will necessitate missed classes, specifying which classes will be missed by each team, and indicating the specific athletes involved. This helps the faculty know which of the athletes' absences are due to competition and which are not. Faculty members typically alert the Assistant Athletic Director for Academics if athletes miss classes at other times. The faculty as a whole in conjunction with the Athletic Department and Director of Academic Advising monitor athletes' missed class time. 7. Analyze, explain and address missed class time that has been determined by the institution to be significant or excessive for any sport(s). Attendance/Absence Policy
The Student-Athlete Handbook and Athletics Policies and Procedures Manual emphasize the following about student-athletes' absences: Student-athletes must attend class and complete assignments. The university catalog specifies that “any student who misses the equivalent of three weeks of any course is subject to being removed from that course.” Absences which are not athletically related may jeopardize the athlete’s standing on the team and scholarships. Excessive absences in chapel and University Bible will result in probation and ineligibility to compete.
Student-athletes are to make arrangements prior to each athletically-related absence to make up exams and assignments and to make up missed work quickly. Appointment times for making up exams and other work are at the discretion of the professor. A student-athlete must never tell a professor that he/she cannot make up the work at the time the professor designates because that time conflicts with a scheduled practice time. If the makeup is scheduled during practice time, the athlete must inform his/her coach ahead of time that practice will be missed due to making up coursework. To date, according to the university’s Director of Academic Advising (whose office handles professors' requests to have students withdrawn from a class due to excessive absences), student-athletes comply with the policies outlined above and seldom require the attention of that office. Currently there is no set policy concerning excessive absence outside the guidelines for the general student populace. However, there is discussion ongoing to create such a policy.
In the past the following issues concerning student-athletes' absences have been raised: 1. inconsistencies among faculty members as to how athletically-related absences are weighed in determining the student-athlete's grade and/or his or her being automatically withdrawn from the class due to "excessive" absences 2. difficulties experienced by spring sport athletes in attending science labs, which are primarily scheduled in the afternoon 3. difficulties golfers face in staying current with their class work when they have to miss two class days in a row due to the way golf tournaments are set up.
The university's Director of Academic Advising believes that there is no pattern among athletes in regard to excessive absences and that the problems which have come up have been due to those few athletes who accumulate absences which are not athletically-related on top of their absences for competition. He notes that athletes with attendance problems are treated in the same way other students are. Administrators and faculty have expressed no major concerns over athletes' absences during the past few years. 8. Describe the means by which the institution’s policies and procedures regarding the scheduling of athletics competition and practices (e.g., missed class policy) are communicated to student-athletes. Coaches are encouraged to emphasize the academic standards expected of Lipscomb student athletes as they talk to prospective student athletes during the recruiting process. That discussion incorporates the Athletics Department's expectations regarding excessive non-athletically related absences and failure to make up assignments, labs, and exams as outlined in the Student Athlete Handbook and the Athletics Policies and Procedures Manual.
At the beginning of each semester the Athletics Department also conducts a meeting for each team in which the Compliance Officer covers pertinent non-academic NCAA regulations (for example, financial aid, limitations on hours of practice) and the Assistant Athletic Director for Academics explains NCAA regulations for remaining academically eligible and each student-athlete's academic responsibilities. She stresses the Athletic Department's policies and expectations regarding athletically and non-athletically related class absences; tardiness; attentiveness in class; attentiveness to keeping up with one's assignments, arranging for makeup work and completing the makeup work promptly; and regularly communicating with the professor about upcoming athletically-related absences and makeup work. The athletes are told that practice can be missed if that is the only time convenient for the professor to work with that student in making up a lab, assignment, or exam. Establishing a time for completing makeup work is at the discretion of the professor. If the designated time conflicts with practice, the athlete is to inform his or her coach ahead of time of the need to miss that practice. At least once a year the Director of Athletics and university President lead a required meeting for all athletes in order to underscore the expected code of conduct for Lipscomb student athletes both inside and outside the classroom, during competition and at other times as well.
Through team meetings and advising by the Assistant Athletic Director for Academics (either one-on-one or via email sent to all athletes) current student athletes are instructed to obtain a copy of their team's competition schedule from the athletics website or their coach before meeting with their faculty academic advisor during Early Class Selection (preregistration). They are to refer to that schedule while working with that advisor to create a course schedule which will eliminate as many conflicts between classes and competition as possible. (Coaches are encouraged to inform their incoming recruited players of the need to do the same). Information on the university's academic advising website, updated for each new semester, also provides the advisor each team's practice time, the day(s) of the week which will be most often missed for competition, and the preferred lab day(s). Every effort is made to reduce conflicts between classes and competitions. However with the more limited range of facilities and faculty available at a smaller university, the number of sections of a particular course can be limited. Those same factors dictate that practically all labs are offered in the afternoon. These constraints, the sequence of courses or prerequisites mandated by many majors, and the necessity of a student athlete's making satisfactory progress toward a degree make some class and competition conflicts unavoidable. Therefore, if an athlete is struggling academically or his or her performance in a course is being severely damaged by athletically-related absences, the Athletics Director, in consultation with the Assistant Athletic Director for Academics and the coach, may instruct the coach to allow the athlete to attend class instead of participating in a scheduled competition. Evaluation and Plan for ImprovementGiven the responses to the self-study items on the previous page, complete the responses below to: (1) indicate (with a yes or no) whether each part of the operating principle exists in the athletics program, and (2) evaluate whether the activities of the athletics program are in substantial conformity with the operating principle as a whole. [Note: In completing this assessment, make sure that all relevant information from the other three certification areas is considered, given that some overlap does exist.] Where the institution concludes in its evaluation that it does not conform to the operating principle as a whole or to any particular element(s) of the operating principle [as indicated by a “Currently No” response to the element(s)] or that problems or deficiencies exist in this area, outline the institution’s specific plans for improvement, which include/meet the following required elements: (a) standalone and 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 the issues/problems, (e) step(s) to achieve the goals, (f) the specific timetable for completing the work, (g) individuals/offices responsible for carrying out the actions, and (h) institutional approval. [Note: Please see Appendix A, Page 60 for an example format outlining all required elements of a plan.] 2.1 Academic Standards. If Currently No, If Deficiencies Exist, or If an Enhancement has been Identified, Indicate Plan For Currently Found On Currently Improvement Does the institution demonstrate that: a. The institution admits only student-athletes who have reasonable expectations of obtaining academic degrees? Yes (1) 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 is analyzed and explained by appropriate institutional authorities? Yes If Currently No, If Deficiencies Exist, or If an Enhancement has been Identified, Indicate Plan For Currently Found On Currently Improvement Yes Page(s) No Number (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 is analyzed, explained and addressed (through specific plans for improvement) by appropriate institutional authorities? Yes The tables are not yet available, though we should be in compliance here. b. Academic standards and policies applicable to student-athletes are consistent with those adopted by the institution for the student body in general or the NCAA’s standards, whichever are higher? Yes 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? Yes On the basis of the yes/no answers above, is the institution in substantial conformity with Operating Principle 2.1 (Academic Standards)? ________ _________ [Note: The institution should not indicate “yes” regarding conformity with the operating principle as a whole unless it has indicated “Currently Yes” for each element of the operating principle or has a plan to address any “Currently No” response to any element(s) of the operating principle.] 2.2 Academic Support. If Currently No, If Deficiencies Exist, or If an Enhancement has been Identified, Indicate Plan For Currently Found On Currently Improvement Does the institution demonstrate that: a. adequate academic support services are available for student athletes? Yes b. Student-athletes are encouraged and assisted in reaching attainable academic goals of their own choosing? Yes c. When it is determined that student-athletes have special academic needs, these needs are addressed? Yes d. The mechanism for review of these services by academic authorities outside athletics at least once every three years. No Since we have no formal review mechanism, we are not in compliance here or with item e which immediately follows. See the attached plan. e. The support services are approved and reviewed periodically by academic authorities outside the department of intercollegiate athletics? No See the attached plan. Yes No On the basis of the yes/no answers above, is the institution in substantial conformity with Operating Principle 2.2 (Academic Support)? ________ ________ [Note: The institution should not indicate “yes” regarding conformity with the operating principle as a whole unless it has indicated “Currently Yes” for each element of the operating principle or has a plan to address any “Currently No” response to any element(s) of the operating principle.] 2.3 Scheduling. If Currently No, If Deficiencies Exist, or If an Enhancement has been Identified, Indicate Plan For Currently Found On Currently Improvement Yes Page(s) No Number Does the institution demonstrate that written policies are established in all sports to minimize student-athletes’ conflicts with class time and/or final examination periods due to participation in intercollegiate athletics, consistent with the provisions of Constitution 3.2.4.12? Yes Yes No On the basis of the yes/no answers above, is the institution in substantial conformity with Operating Principle 2.3 (Scheduling)? ________ _________ [Note: The institution should not indicate “yes” regarding conformity with the operating principle as a whole unless it has indicated “Currently Yes” for each element of the operating principle or has a plan to address any “Currently No” response to any element(s) of the operating principle.] Lipscomb University NCAA Self Study Academic Integrity Plan 2004-2009 Program Area: 2.2 Academic Support (Mechanism for Review of Athletic Academic Support Services By Authorities Outside Athletics Every Three Years) Issue: There is currently no mechanism for the review of academic support services within the Athletic Department by academic authorities outside athletics at least once every three years. Measurable Goals: Establish a mechanism for the review of academic support services within the Athletic Department by academic authorities outside athletics. Steps to Achieve Goals: The Faculty Athletic Advisory Committee will review these services every three years. Individuals and Offices Responsible for Implementation: Faculty Athletic Representative, Athletics Director and Senior Woman’s Administrator 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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