Governance and Commitment to Rules Compliance
Download 0.73 Mb.
|
Appendix CMeals and Per Diem The table below shows the breakdown of how teams allocate these funds per player in 2003-2004. Team(s) Meal/Type of Restaurant Amount Spent
B = Breakfast L = Lunch D = Dinner *More and more hosts of golf tournaments are providing a package deal valued at $1000-1350 which includes the entry fee, hotel, and some meals. Some provide all meals while others host a special dinner. On days that 36 holes are played, box lunches are provided at the course. 4.2 Minority Issues. It is the principle of the Association to promote respect for and sensitivity to the dignity of every person and to refrain from discrimination prohibited by federal and state law. Consistent with this fundamental philosophy, the institution shall: a. Have implemented its approved minority-opportunities plan from the previous self-study. If modified or not carried out fully, the institution shall provide an explanation from appropriate institutional authorities. b. Demonstrate that it is committed to, and has progressed toward, fair and equitable treatment of all minority student-athletes and athletics department personnel. c. Formally adopt a written plan for the future for the intercollegiate athletics program that ensures the institution maintains a program, or continues progress toward a program, which expands opportunities and support for minority student-athletes and athletics personnel. The plan shall include measurable goals the institution intends to achieve, steps the institution will take to achieve those goals persons responsible and timetables. 1. Explain how the institution is organized to further its efforts related to the minority issues operating principles above for both staff and students and provide evidence that matters concerning minority equity are monitored, evaluated and addressed on a continuing basis. Staff Lipscomb University is committed to equal opportunity in employment without regard to race, religion, sex, age, color, national or ethnic origin, or physical handicap. The University continually seeks to enlarge the pool of student and employee candidates from minority groups. In addition, Lipscomb University has adopted affirmative action plans for minorities and women and views its affirmative action policy as an integral part of the overall operation of the university. The administration of these policies throughout the year is the responsibility of the administrator in each area. Lipscomb University expressly prohibits harassment of any nature, whether verbal or physical. The Provost is designated as the Affirmative Action Coordinator of the University and is responsible for monitoring and coordinating compliance with the policy and applicable laws and regulations. Once every two years, the Affirmative Action Coordinator (or his designee) compiles data on the University’s workforce indicating the number of employees in identified EEOC categories by pay level. In addition, each year the Affirmative Action Coordinator prepares a summary report listing these items for review by the administration, The Board of Directors, and all others involved in institutional planning. The Athletic Department strictly adheres to Lipscomb University’s policy of equal opportunity. Because there is a need to increase the number of women and ethnic minorities in both coaching and staff positions, Lipscomb University’s Athletic Department maintains an aggressive policy of identifying and employing those qualified women and ethnic minority coaches who meet the university requirements. As positions open, an effort must be made to seek qualified women and minorities through aggressive nationwide searches. These efforts have resulted in the hiring of two minority assistant coaches since 2000-2001. Students Lipscomb University is committed to providing educational opportunities for any qualified student without regard to race, religion, sex, age, color, national or ethnic origin, or physical handicap. In a manner consistent with all applicable laws and regulations, it does not discriminate on the basis of race, religion, sex, age, color, national or ethnic origin or physical handicap in the administration of its educational policies, programs, and activities, including its admission policies, scholarship and loan programs, employment practices, athletic and other school-administered programs except where necessitated by specific religious tenets held by the institution. The Athletics Department rigorously adheres to and promotes these policies. Lipscomb University views its affirmative action policy as an integral part of the overall operations of the University. The University complies with all applicable federal and state nondiscrimination laws and does not engage in prohibited discrimination on the basis of race, religion, sex, age, color, national or ethnic origin, or disability in the administration of its educational policies, scholarship and loan programs, employment practices, athletic and other school-administered programs. The Faculty Athletic Advisory Committee (FAAC) provides advice and counsel to the Athletic Department on all matters related to the academic integrity of intercollegiate athletics, as well as the academic and personal well-being of all student-athletes. The committee is responsible for ensuring that all athletic policies and procedures are consistent with the University's academic mission. The members of the committee include the Provost, a faculty athletic representative, the Director of Athletics, the assistant Director of Athletics (academics), the president of the faculty senate, and three faculty representatives. Student concerns may be directed to the Student Athlete Advisory Committee (SAAC). The SAAC is comprised of two student-athlete representatives from each team. It exists to address any concerns, including minority issues, that student-athletes wish to have brought before the athletics administration. This 28-member committee currently (2003-2004) includes one minority student athlete. 2. For the three most recent academic years, provide the racial or ethnic composition for full-time senior administrative athletics department staff members (i.e., assistant athletics directors up through the athletics director level); other full- and part-time professional (i.e., non-clerical) athletics department staff members (such as trainers, ticket managers, academic support staff, and facility managers, even if the position is not funded by or does not report to the athletics department); full- and part-time head coaches; full- and part-time assistant coaches (including graduate assistant and volunteer coaches); faculty-based athletics board or committee (e.g., faculty senate subcommittee on athletics, faculty athletics committee) members, and other advisory or policy-making group (e.g., governing board for athletics, student-athlete advisory committee) members (if any). [Note: Use the supplied chart to compile the data requested in this self-study item.] Attachment 1, Part A 3. For the three most recent academic years, provide the racial or ethnic composition for student-athletes who received athletics aid and for students generally. [Note: Use the supplied chart to compile the data requested in this self-study item.] Attachment 1, Part B 4. For the three most recent academic years, provide the racial or ethnic composition of student-athletes who received athletics aid by the eight sport groups listed in the graduation-rates disclosure form. Also, for those sports not at the varsity level for three years, indicate the year in which the sport was recognized by the institution as a varsity sport. [Note: Use the supplied chart to compile the data requested in this self-study item.] Attachment 1, Part C 5. Using the program area checklist for minority issues, provided as Attachment 3, please: a. Describe how the institution has ensured a complete study of each of the areas b. Provide data demonstrating the institution’s commitment across each of the areas c. Identify areas of deficiency and comment on any trends d. Explain how the institution’s future plan for minority issues addresses each of the areas General Comments Lipscomb ensures a complete study of each program area on the NCAA checklist through its minority equity planning process described in 4.2.6 (see 4.2.6). Elements related to all eight program areas were assessed during the recent equity planning process. The following is a review of the eight program areas as conducted by the Equity, Welfare and Sporting Conduct subcommittee as part of the self-study process. For this analysis, Equity in Athletics Disclosure Act reports for the three most recent years available, 2000-2001, 2001-2002 and 2002-2003 were utilized by the subcommittee. 1. Institutional and Athletics Department Commitment – Development and maintenance of written statements that address the issues of diversity. Provide data demonstrating that institution’s status/commitment, including resource allocation. As stated in Lipscomb’s Affirmative Action Policy (revised August 2003), “Lipscomb University is a private Christian university open to any qualified student without regard to race, religion, sex, age, color, national or ethnic origin, or disability. Lipscomb University complies with all applicable federal and state nondiscrimination laws, and does not engage in prohibited discrimination on the basis of race, religion, sex, age, color, national or ethnic origin, or disability in the administration of its educational policies, programs and activities. This policy includes admission policies, scholarships and loan programs, employment practices, and athletic and other school administered programs.” In addition, Lipscomb University has set forth a vision and strategic plan that addresses issues of diversity. Specifically, as stated in Lipscomb’s strategic plan (Goal IV) created in 2001-02, Lipscomb seeks to attract, nurture and retain faculty, staff, and students who reflect ethnic, geographic, and gender diversity, who aspire to standards of excellence and integrity, and who embrace life-long learning, leadership responsibility, and Christian spiritual devotion. During the 2002-03 school year, the Strategic Planning Committee outlined the following strategies and action steps related to this goal: (1) provide a comprehensive leadership development program for faculty and staff to ensure excellent leadership and prepare culturally sensitive professionals who understand diversity, demonstrate servant leadership, and guide students in this endeavor; (2) develop an ongoing recruiting and retention strategy for faculty and staff that enhances campus diversity, competency, and professionalism; and (3) develop a comprehensive recruitment, retention, and scholarship strategy to provide increased diversity in undergraduate and graduate populations. The Athletic Department strictly adheres to the policies of the University. Identify areas of deficiency and comment on any trends. The Athletic Department should circulate the University and Athletic Department Affirmative Action Policy more broadly in an effort to inform all parties of its commitment to diversity. Explain how the institution’s future plan for minority issues addresses this area. The current Minority Equity Plan calls for updating the affirmative action statement and policy annually, publishing it in the Athletic Department’s Policy and Procedure Manual and in the Student-Athlete Handbook, and making it available to all via placement on the University’s web page. 2. Evaluation – Periodic review of athletics department activities for consistency with goals and objectives set forth in the institution’s and athletics department’s written commitments to diversity. Provide data demonstrating that institution’s status/commitment, including resource allocation. The Athletic Department strictly adheres to Lipscomb University’s policy of equal opportunity. Because there is a need to increase the number of women and ethnic minorities in both coaching and staff positions, Lipscomb University’s Athletic Department maintains an aggressive policy of identifying and employing those qualified women and ethnic minority coaches who meet the university requirements. As positions open, an effort must be made to seek qualified women and minorities through aggressive nationwide searches. These efforts have resulted in the hiring of two minority assistant coaches since 2000-2001. Commitment to diversity is monitored and reviewed on an annual basis as part of the university’s strategic planning process. In addition, the Provost, acting as the Affirmative Action Coordinator, prepares a summary report regarding the number of students, staff and faculty members who are identified by the following classifications: women, minorities and handicapped. The report is reviewed by the administration, Board of Trustees and others involved in institutional planning. Identify areas of deficiency and comment on any trends. There are currently no significant trends or areas of deficiency noted for this program area. However, the self-study committee recommended the addition of an Athletic Advisory Council to continually evaluate and monitor issues that may arise related to minority equity. Explain how the institution’s future plan for minority issues addresses this area. The current Minority Equity Plan calls for the creation of an Athletic Advisory Council with minority representation. 3. Organization and Structure – Policies, and/or organization, and/or activities of the athletics program and its activities to help enhance diversity. Provide data demonstrating that institution’s status/commitment, including resource allocation. The Department of Intercollegiate Athletics reports to the President of the University and is governed by all University-wide rules and regulations including the University Affirmative Action Policy. Human Resources works closely with members of the Department of Intercollegiate Athletics to monitor compliance with the University’s Equal Opportunity and Affirmative Action Policy and to insure that recruitment is done in such a manner as to actively recruit and consider qualified minority candidates for existing vacancies. The Faculty Athletic Advisory Committee (FAAC) has been created to allow faculty input related to academic concerns of athletes. The FAAC has the potential to also identify minority equity issues. No minority equity concerns have surfaced via the FAAC. The Student Athlete Advisory Committee (SAAC) acts as a sounding board for student-athlete issues and has the potential for identifying minority equity concerns. No minority concerns have surfaced via the SAAC. Identify areas of deficiency and comment on any trends. There is a lack of diversity on Lipscomb’s Faculty Athletic Advisory Committee and Student Athletic Advisory Committee. No minority members are currently on the Faculty Athletic Advisory Committee. One minority student-athlete is on the Student Athletic Advisory Committee. Explain how the institution’s future plan for minority issues addresses this area. The current Minority Equity Plan calls for additional minority student athletes on the SAAC. This would be accomplished by creating two at-large positions that would be appointed by the Director of Athletics and the Assistant Director of Athletics for Academics and Senior Women’s Administrator. They would use these positions to appoint additional minority representatives if minority student-athletes are underrepresented in the elected positions. In addition, the current Minority Equity Plan calls for the creation of an Athletic Advisory Council with minority representation. 4. Enrollment – Goals of the institution for enrollment of minority students and minority student –athletes. Provide data demonstrating that institution’s status/commitment, including resource allocation. As stated in Lipscomb’s strategic plan (Goal IV) created in 2001-02, Lipscomb seeks to attract, nurture and retain faculty, staff, and students who reflect ethnic, geographic, and gender diversity, who aspire to standards of excellence and integrity, and who embrace life-long learning, leadership responsibility, and Christian spiritual devotion. Specifically, Lipscomb’s strategic plan states that the university will “develop a comprehensive recruitment, retention, and scholarship strategy to provide increased diversity in undergraduate and graduate populations.” The university has committed additional resources to increase the diversity of our student population. Most of the following strategies are less than five years old and reflect Lipscomb’s renewed commitment to recruiting minority students. Diversity Scholarships are awarded by application and with the recommendation of a Lipscomb Admissions Counselor to first-time students on the basis of ethnic background and demonstrated need according to federal standards. The award is up to $2,000 per year and is renewable in accordance with the probation restrictions as described in the Lipscomb Undergraduate Catalog. In addition, Lipscomb has committed Admissions Counselors to specifically recruiting minority candidates to the university. These counselors recruit at every Metro-Davidson County public high school as well as in many of the African-American churches of Christ in the surrounding area. When minority students indicate an interest in attending Lipscomb, that information is communicated to the Director of Multicultural Affairs and to the Director of International Students so follow-up contact can occur. Minority scholarships are also available in specific academic departments on campus, such as the education department. Identify areas of deficiency and comment on any trends. The Athletics Department should enhance its efforts to recruit minority student-athletes, especially in those sports with relatively low minority representation. Explain how the institution’s future plan for minority issues addresses this area. The current Minority Equity Plan outlines the following steps to address this area: a.) Encourage coaches to include minority student-athletes in their recruiting process b.) Collaborate with university recruiters whose primary responsibility is minority recruitment to familiarize prospective students with the University’s affirmative action policies and emphasize its commitment to diversity. 5. Comparison of Populations – Examination of the student population and comparison of the percentage of minority student-athletes in all sports, by sport, to ensure that there is no signs of discrimination revealed through the recruitment practices of the institution. Provide data demonstrating that institution’s status/commitment, including resource allocation. The racial or ethnic composition for student athletes in total and by sport for 2000-01, 2001-02 and 2002-03 can be found in Attachment 1, parts B and C. Lipscomb University, including the athletics program, has and will continue efforts to increase diversity on campus. During 2002-03, the percentage of the undergraduate population that was non-white was 18% while the percentage of student-athletes who were non-white was 11%. The Athletics Department should enhance its efforts to recruit minority student-athletes, especially in those sports with relatively low minority representation. Explain how the institution’s future plan for minority issues addresses this area. The current Minority Equity Plan outlines the following steps to address this area: a.) Encourage coaches to include minority student-athletes in their recruiting process b.) Collaborate with university recruiters whose primary responsibility is minority recruitment to familiarize prospective students with the University’s affirmative action policies and emphasize its commitment to diversity. 6. Participation in Governance and Decision-Making – Involvement of minority student-athletes in the governance and decision-making process of the athletics department, and provision of leadership opportunities for minority student-athletes. Provide data demonstrating that institution’s status/commitment, including resource allocation. Each sport team elects two representatives to the Student Athletic Advisory Committee. Currently (2003-2004), there is one non-white member of the SAAC. Identify areas of deficiency and comment on any trends. There is a lack of diversity on Lipscomb’s Student Athletic Advisory Committee Explain how the institution’s future plan for minority issues addresses this area. The current Minority Equity Plan calls for additional minority student athletes on the SAAC. This would be accomplished by creating two at-large positions that would be appointed by the Director Athletics and the Assistant Director of Athletics for Academics and Senior Women’s Administrator. They would use these positions to appoint additional minority representatives if minority student-athletes are underrepresented in the elected positions. 7. Employment Opportunities – Establishment of goals for minority employment opportunities in the athletics department and encouragement of promotion and hiring of minority coaches and administrators. Provide data demonstrating that institution’s status/commitment, including resource allocation. Lipscomb’s athletic program is committed to increasing the number of ethnic and racial minorities. As positions become available, efforts are made to seek qualified minorities through aggressive nationwide searches. In 2000-01, two African American assistant coaches were hired. During the 2003-2004 school year, an additional African American assistant men’s basketball coach was hired. Identify areas of deficiency and comment on any trends. The Athletic Department should actively encourage the recruitment and hiring of minority individuals for the Athletics staff. One significant factor in the hiring of Lipscomb University staff members is the requirement that all employees be active members of the churches of Christ, the church with which the university is affiliated. This requirement narrows the pool of applicants for all positions. Lipscomb strongly believes that finding church of Christ members has great significance in the hiring process. Explain how the institution’s future plan for minority issues addresses this area. The current Minority Equity Plan outlines the following steps to address this area: a.) Advertise vacancies in culturally diverse church of Christ settings b.) Ensure that chairs of search committees are committed to the recruitment and hiring of minority candidates 8. Programs and Activities – Establishment of programs that address the needs and issues affecting minority student-athletes. Provide data demonstrating that institution’s status/commitment, including resource allocation. The University has a variety of programs and services to support the needs of minority students. Specifically, the Office of Multicultural Affairs serves as a link between the university and the minority and international students. Specifically, the Office of Multicultural Affairs provides opportunities for multicultural enhancement such as diversity workshops and multicultural presentations and celebrations. In addition, it offers a Peer-Mentor Program and academic and guidance counseling to minority students. Minority students also have the opportunity to join the Multicultural Association. Identify areas of deficiency and comment on any trends. There are currently no significant trends or areas of deficiency noted for this program area. However, the self-study subcommittee suggested that the Athletic Department increase awareness of student-athletes regarding the University resources available to them. Explain how the institution’s future plan for minority issues addresses this area. The current Minority Equity Plan outlines the following steps to address this area: a.) Disseminate information from the Office of Multicultural Affairs to minority student-athletes b.) Promote knowledge of academic services, tutoring, counseling services, and the NCAA Special Assistance Fund during the fall team meetings c.) Inform student-athletes of different organizations on campus that have academic and need-based aid available. Specifically, add a description of the Office of Multicultural Affairs to the Student-Athlete Handbook. 6. Please provide a written, stand-alone institutional plan for addressing minority opportunities for the future in the intercollegiate athletics program. Also, describe the institution’s efforts to ensure the plan was developed through a process involving broad-based participation. The plan must clearly identify all issues or problems and must include measurable goals the institution intends to achieve, steps the institution will take to achieve those goals, persons responsible, timetables and a clear indication of institutional approval of the plan. The plan must address all eight program areas of minority issues as listed in Attachment 3; however, an evaluation mechanism to monitor the institution’s status in those program areas without deficiencies is acceptable, provided the identification of such a mechanism is included in the institution’s minority-opportunities plan. Further, the plan must extend at least five years into the future and be active at all times. The Minority Equity Plan for the Department of Intercollegiate Athletics can be found in Appendix ___. The NCAA Certification Subcommittee on Equity, Welfare and Sporting Conduct, the Director of Athletics, and the Senior Woman’s Administrator directly participated in the development of the current Gender Equity Plan. Initially, the subcommittee gathered information related to the eight program areas and then presented findings based on interviews with athletic department personnel, the current EADA reports and information provided by university staff. The plan was then drafted by the subcommittee chair with direct input from the Director of Athletics and the Senior Woman’s Administrator. After the plan was approved by the Subcommittee on Equity, Welfare and Sporting Conduct, members of the NCAA Certification Steering Committee read and approved the plan. The draft of the final report and plan was then posted on the university website for university-wide comments and approval. Operating Principle 4.3 Student-Athlete Welfare. Conducting the intercollegiate athletics program in a manner designed to protect and enhance the physical and educational welfare of student-athletes is a basic principle of the Association. Consistent with this fundamental philosophy, the institution shall: a. Demonstrate a commitment to the fair treatment of student-athletes, particularly in their academic role as students. b. Provide evidence that the welfare of student-athletes and the fairness of their treatment is monitored, evaluated and addressed on a continuing basis. c. Have established grievance or appeal procedures available to student-athletes in appropriate areas. d. Provide evidence that the institution has in place programs that protect the health of and provide a safe environment for each of its student-athletes. 1. Explain how the institution is organized to further its efforts related to the student-athlete welfare operating principle above and provide evidence that matters concerning student-athlete welfare are monitored, evaluated and addressed on a continuing basis. There are a variety of institutional services provided by Lipscomb University to enhance the welfare of all students including student-athletes. These services include admission services, campus life services, campus recreation, campus safety, campus services, career center services, academic advising\tutoring, academic skills workshop, computer center services, health center services, library services, multicultural affairs, personal counseling & testing services, and grievance\complaint policies. Student-athletes also have the Student-Athlete Advisory Committee (SAAC), student-athlete specific grievance policies, emergency medical plans, medical services and the Academic Support Program for Athletics (ASPA). The ASPA monitors and evaluates how student-athletes are doing on a regular basis and addresses any concerns. The ASPA goal is to make sure athletes take advantage of their educational opportunities and fulfill their responsibility as student athletes. Student-athletes are informed of degree requirements and they are helped to clarify their career goals. Each student athlete has an academic advisor in the department in which he\she is majoring to help him\her with scheduling of classes. Tutorial services are available at the Writing Center and Math Lab. One-on-one tutoring is available to student-athletes with special needs or concerns through the ASPA. Study halls are required of upperclass student-athletes with a GPA below 2.5 and freshman student-athletes with a GPA below 3.5. The Assistant Athletic Director for Academics (ADA) receives a record of sign-in sheets at the weekly coaches’ meeting. The ADA also requests grade reports from the faculty during the semester to monitor the academic success of the student athletes. Faculty are requested to report the present grade, the number of absences, any problems the student-athlete is experiencing in his\her class and any other comments the teacher would like to make. The ADA also receives a copy of the mid-term deficiency grades. The ADA also keeps the faculty informed of all upcoming athletic events including the dates and times that student-athletes will be absent from classes. The Student-Athlete Advisory Committee, sponsored by the ADA, is one vehicle through which student-athletes discuss any issues related to their welfare as athletes and as students. The ADA then brings those issues to the athletic administration. Students are made aware of institutional services through the Academic Planner which includes the Student Handbook, student orientation sessions, chapel, and institutional email and correspondence. Information on services specific to student-athletes is disseminated through the ASPA, the Student-Athlete Handbook, the Student-Athlete Advisory Committee, and team meetings. Two issues of concern have surfaced: 1. There are inconsistencies in the way absences and make-up work are treated by different faculty members when student-athletes miss a test or assignment because of athletic events. 2. It is also difficult for student-athletes to schedule labs as most labs are only offered in the afternoons, when most team practices are scheduled. 2. Describe the institution’s educational enhancement programs (e.g., education regarding career guidance counseling; personal counseling; health and safety; alcohol and other drug guidelines [see the NCAA Sports Medicine Handbook, Guideline No.1-E]; non-academic components of life skills programs) available to student-athletes. Describe practices/procedures in place to encourage and assure student-athlete’s access to these programs. 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. 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. d. 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. Support services provided through the Athletics Department are currently not reviewed. e. Information on substance abuse, nutritional supplements, nutrition, and the NCAA and university policies on drug testing is presented to each team by the Head Athletic Trainer at team meetings at the beginning of each semester. f. In those same team meetings the Assistant Athletic Director for Academics informs the student-athletes of resources/tests in the university counseling center which may be used if a student-athlete is unsure as to what major and career he/she wants to pursue. In individual counseling sessions the Assistant Athletic Director also encourages student-athletes to take advantage of those resources. Academic Advising 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 possible. Upon matriculation, each first year student or transfer student is assigned to a faculty advisor in his/her declared area of interest. Specialists 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 for students who are not athletes) 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 students with physical handicaps are given the same privilege. Each student-athlete, like other university students, 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 and career 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 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. Athletic Department 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. Support Programs/Success 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 Halls 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:
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||