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ATHLETIC ACADEMIC ADVISING.
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Examines school & non-school needs of student-athletes, standards for advising & counseling, services, holistic approach.... More...
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Paper Abstract:
Examines school & non-school needs of student-athletes, standards for advising & counseling, services, holistic approach.
Paper Introduction:
MANAGEMENT PROBLEMS AND ISSUES IN ATHLETIC ACADEMIC ADVISING
Introduction
What difficulties, problems, and issues are faced by managers charged with the responsibility of administrating athletic academic advisement programs? The purpose of this paper is to examine research related to these problems.
Difficulties, Problems, and Issues
One issue in the management of athletic academic advisement programs can be seen in a study conducted by Blake (1988) whose research focused on the administration of intercollegiate athletics. Of primary interest in Blake's study was determining the degree of loosely coupled or tightly coupled patterns of administration that exists for intercollegiate athletics. Secondarily, Blake sought to discover differences between
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This advisormust be knowledgeable about athletic regulations, academic rules, andrequirements, and should understand the demands placed on student athletes.The National Collegiate Athletic Association's Proposal 48 has createdadditional concern about discrimination charges.EJ265826 HE515912 Advising the Student Athlete. The researcher suggests that this study gives impetus to research inseveral additional areas, especially the areas of institutional retentionrates and linking the transition of higher education expectations withpublic schools. One institution, with an exemplaryathletics program, exhibited loose linkages throughout the institution,thus forcing attention to informal structure in administrative processes.Overall, loose patterns of administration were reflected with the athleticcouncil, faculty senate and financial aid. Thesecampuses do not offer physical education as an academic major, so thatthere is no carryover from one's sport into the vocation or field of studythe student-athlete may choose upon graduation. Descriptors: EDUCATION, CURRICULUM AND INSTRUCTION ; EDUCATION, HIGHER ; RECREATION ; EDUCATION, PHYSICAL Descriptor Codes: 727; 745; 814; 523 NCAA college presidents are committed to improving the academicquality of their programs for student athletes who participate in therevenue producing sports of football and basketball and to increase thepercentage of student athletes who graduate. There are several groups whose interests could be servedwith the interpretation of these data concerning college and universityprofessionalism and athletic/academic motivation. EDRSPrice - MF 1/PC 3 Plus Postage. Language: English Document Type: EVALUATIVE REPORT (142) Geographic Source: U.S.; California Journal Announcement: RIEFEB91 This report details Glendale Community College's (GCC's) responses toquestions concerning the athletic program review standards of the WesternState Conference (WSC). (2) What instructional mediahardware and software tools are available to Athletic Academic Support Unitpersonnel? The population consisted ofindividuals who are responsible for the academic advising/counseling ofstudent-athletes at 184 NCAA Division I institutions whose entire varsityintercollegiate athletic program (including football) was classified asDivision I-A or I-AA. These issues are divided into three categories: (1) issues that areinstitution-based; (2) issues that are student-oriented; and (3) issuesthat are profession-based. Findings of the study were said to reveal that among the mostimportant concerns to these students were: social and academicexpectations, adjustments, and concerns. References Blake, P.D. Followingeach issue is a set of questions that may contribute to furtherconsideration of the issue by readers. In an effort to provide someinsight which could be used by administrators and others in academicadvisement to athletes, Kearns interviewed 13 NCAA Division studentathletes, all of whom had received scholarships and were currently on thefootball team at a highly competitive university. Degree: ED.S. 1 2 PAGES Descriptors: EDUCATION, ADMINISTRATION; EDUCATION, PHYSICAL DescriptorCodes: 514; 523 This study examined the policies on academic eligibility whichgoverned athletes in Class D schools in Michigan. College administratorsmight find these results helpful in making financial and policy decisionsin connection with their sports programs. Regardless of CBI or IPI settings, overall patterns whichdetermined the success of either instructional method are most oftendetermined by student-athletes' grades, comments, and performance.Additionally, the consummate advantages of either IPI or CBI forcounselors/tutors reflected their ability to provide assessment of studentlearning, provide group instruction to students, and provide students withindividual and similar assignments. NCAA Presidents, coaches and faculty will aredeveloping reforms concerning student athletes and it is important that thepolicy makers have information about the student athletes' lives from thestudent's perspectives. Yerian, Jean M.; Miller, Theodore K., Ed. The negativeeffect was limited to non-athlete grade point average. Sponsoring Agency: Pew Memorial Trust, Philadelphia, Pa. ACTscores were significantly correlated with the number of credit hoursattempted and completed by athletes. Describes consulting relationshipsbetween counseling psychologist, academic advising office for student-athletes, and athletic department at University of Notre Dame; and outlinespossibilities for consultation with student-athletes in areas such asperformance enhancement, personal counseling, study skills, and careerplanning.EJ3377 6 HE52 9 6 Advising College Athletes in the 198 's: A Higher Education AbstractsReview. Participants were (a) all freshman and sophomore athlete advisees(157) in the system of athletic academic advisement and (b) a stratifiedand randomly selected group of 157 freshman and sophomore non-athleteadvisees under the system of faculty academic advisement. However, the majority of the institutions with exemplaryathletics programs reflected tightly coupled patterns of administrationfrom the athletic director to the president, athletic academic services,faculty representative and admissions office. finances, possible substance abuseproblems, etc.) and attempt to offer a program that is designed to assistin these areas as part of the general academic assistance. A secondary purpose was to determine the variables whichcontributed to the observed differences between the two systems ofadvisement. It seemsreasonable to suggest here that knowing what these standards are is animportant part of advisors doing an effective job. Student athletes talk about their freshmen yearat college: Reflections of thirteen students attending a NCAA Division IUniversity on a football scholarship. (Doctoral Dissertation, The Pennsylvania StateUniversity) Dissertation Abstracts International, 51(2-A), p. Jan 1989 66p. The purpose of this paper is to examine research related tothese problems. And finally, athletesand their parents might find these data useful in determining a suitablecollege environment for the pursuit of the students' academic, social andathletic needs and goals. Section II traces the development of the advising program atBrunswick Junior College, focusing on the pre-1981 period during whichdivision chairs performed all advising, the period between 1981 and 1982during which efforts were made to increase faculty involvement, and theperiod from 1982 to the present during which various activities wereundertaken to enhance the advising program. Language: English Document Type: NON-CLASSROOM MATERIAL ( 55) Geographic Source: U.S.; Maryland Journal Announcement: RIESEP89 Target Audience: Practitioners These 18 self-assessment guides and training manual from the Council forthe Advancement of Standards (CAS) for Student Services/DevelopmentPrograms translate the CAS Standards and Guidelines of 1986 into a formatfor self-study purposes. 199 76p. The questions requestinformation on the following: (1) in-service training of coaches; (2)procedures undertaken in the event of a violation of the state athleticcode; (3) the process used to assure that college administrators, athleticdirectors, coaches, and student athletes adhere to WSC rules andregulations; (4) GCC's statement of philosophy concerning athletics; (5)the procedures used to fill out student and team eligibility reports,tracer reports, and out-of-district student contact records; (6) where andfor how long forms are kept, and means of securing them; (7) athleticstaff's working knowledge of student athlete recruiting regulations; (8)participation by GCC staff in WSC activities, other than athleticcompetitions; (9) activities supporting student athlete matriculation; (1 )the relationship which the athletic program has with the counseling staffconcerning students' academic schedule; (11) programs designed to fostergood citizenship; (12) the college's athletic decorum policy, including thecampus alcohol and drug policy; (13) GCC's philosophy and level ofcommitment to the balance in men's and women's athletic programs; (14)college policy for adding and dropping sports; and (15) statisticaldata on out-of-state and out-of-district athlete recruitment.ED3 5547 CG 21557 Putting the CAS Standards to Work. Year: 1993 Corporate Source/Institution: UNIVERSITY OF CALIFORNIA, SANTA BARBARA( 35) CHAIRMAN: NOAH E. Methods used in the study involved conducting 54 on-site interviewsat eight National Collegiate Athletic Association Division I institutionswith exemplary and problematic athletic programs. Sandeen, Arthur ERIC Clearinghouse on Counseling and Personnel Services, Ann Arbor, Mich.1988 34p. Available from: Association of Governing Boards of Universities andColleges, One Dupont Circle, Washington, DC 2 36 ($34.95 non-members;$24.95 members). Survey responses were solicited and received from 67 student-athletesand 37 coaches at five different University of California campuses. 11 9558 ORDER NO: AAD9 -18189NOT JUST A GAME: THE ADMINISTRATION OF INTERCOLLEGIATE ATHLETICS Author:BLAKE, PAMELA DENISE Degree: D.ED. Rader, S.D. A Pearson r also found tuition costs to have arelationship with persistence. A Pearson r found significant relationship betweenadmission T-score converted from the institution's freshman class averageACT or SAT scores. 1349756 ORDER NO: AAD94-13333SELECTED INSTITUTIONAL PERSISTENCE PREDICTORS OF NCAA DIVISION I-A FOOTBALLSTUDENT-ATHLETES Author: WAGGONER, R. AAD9 -18189) Kearns, K.L. Demographic analyses revealed that, on the average, athletic academicadvisors were about 41 years of age and had worked in their positions forapproximately 5.4 years. Applying Sandeen's (1988) perspective to athletic academicadvisement, it an be noted that what the perspective is implying is thatthe administrator must take a holistic perspective of the program. The issue of providing an academic environment in which the student athletes can thrive is a complex one for universities because of the competing influences and demands on the student athletes' lives. MANAGEMENT PROBLEMS AND ISSUES IN ATHLETIC ACADEMIC ADVISING Introduction What difficulties, problems, and issues are faced by managers chargedwith the responsibility of administrating athletic academic advisementprograms? This study added to the body of knowledge of support servicesavailable to encourage strong academic performances of Division I student-athletes. The second section of the self-assessment guide is in worksheetformat for evaluation. However, what was surprising was that the majority of advisorsindicated no awareness of the CAS Standards for Academic Advising. Advising college athletes in the 198 's: Ahigher education abstracts review. STUDENTATHLETES TALK ABOUT THEIR FRESHMAN YEAR AT COLLEGE: REFLECTIONS OF THIRTEENSTUDENTS ATTENDING A NCAA DIVISION I UNIVERSITY ON A FOOTBALL SCHOLARSHIP Author: KEARNS, KAREN LOUISE Degree: PH.D. The mainfocus is on intramural programs directly responsible to physicaleducation departments, student affairs programs, or both. The final section reprints the CAS standards andguidelines for this functional area. KOHL Source: VOLUME 55/ 6-A OF DISSERTATION ABSTRACTS INTERNATIONAL. One hundred eighty-three Division I directorsof athletic academic support service programs provided demographic andacademic support services information from a survey instrument entitled theAthletic Academic Advising Support Service Questionnaire. Zingg, Paul J. Among these categories were seven independent variableswhich were measured against the dependent variable of football student-athlete graduation rates using stepwise multiple regression statisticaltechniques. The study was an exploratory study designed to identifypossible factors, from the perspectives of student-athletes, that enhancethe degree completion process. Year: 1994 Corporate Source/Institution: UNIVERSITY OF NORTHERN COLORADO ( 161)Adviser: DAVID K. A section on future trends providesa brief summary of matters that student services professionals mayanticipate in the next few years.ED1 63 3 SP 922 Intramurals: Where Does It Belong; Physical Education or Student Affairs.Harms, Bill; And Others 1975 2 p.; Paper presented at the Annual Meeting of the National IntramuralAssociation (26th, March 1975) EDRS Price - MF 1/PC 1 Plus Postage. Student-oriented issues discussedinclude stress in the academic environment, the emphasis placed on jobpreparation, special needs of minority students, part-time students andadult learners, and student attitudes and values. 195 ) Kearns (1994) states that what is crucial to the development of theproper approach to these athletes' academic needs it that programdevelopers and other personnel have information about the student athletes'lives from the student's perspectives. Alternatives to academic ineligibility and methods of assistanceoffered to athletes with low grades were also listed. Related to the point just made, it can be noted that in her study ofthe perceptions of student athletes regarding their academic standing andadvisement programs, Kearns (1994) noted that: NCAA college presidents are committed to improving the academic quality of their programs for student athletes who participate in the revenue producing sports of football and basketball and to increase the percentage of student athletes who graduate. Secondarily, thestudy investigated differences between institutions with exemplaryathletics programs and those with problematic athletics programs. EDRS Price - MF 1/PC 4 Plus Postage. PAGE 347 . Not just a game: The administration ofintercollegiate athletics. Ten inserts are included at the backof the book that restate the critical decision areas, strategic issues,questions, and key trends and indicators; they are intended as aids to thereader and for later duplication and use.ED29 964 CG 2 496 Student Affairs: Issues, Problems and Trends. 14991 5 ORDER NO: AAD96-28697ATHLETIC ACADEMIC SUPPORT UNIT SUPERVISORS' PERCEPTIONS OFINDIVIDUAL/PERSONAL INSTRUCTION AND COMPUTER BASED INSTRUCTION USAGE ATDIVISION IA UNIVERSITIES Author: SMITH, DONALD HERBERT Degree: ED.D. Perhaps one answer might be to conduct some research on this subjectthrough the student affairs office. Panel members represent the following universities: (a)University of Texas, (b) Colorado State University, (c) Arizona StateUniversity, (d) Phillips University, (e) Oklahoma State University, and (f)Kansas State University. The interview was conducted in a semi-structured format which allowed follow up questions and open-endedresponses. ). EDRS Price - MF 1/PC 2 Plus Postage. An analysis of demographic characteristics of respondents revealsthat, on the average, athletic academic advisors are 41 years of age andhave been employed in their present positions 5.4 years. (Microfilm Order No. 5). Non-athletes achieved significantly higher grade point averagesand attempted and completed more credit hours than did the athletes. Fifty-five percent ofthe respondents were athletes; 45% were non-athletes. Examined arequestions of administrative and faculty support, cooperation betweenacademic and student affairs, academic committees and group action, anddrafting program proposals. Open-ended questions were asked of participants to obtain theirinteractive nature in athletics administration. DRESSEL Source: VOLUME 52/ 6-A OF DISSERTATION ABSTRACTS INTERNATIONAL. Using a survey research design the study sought to answer thefollowing research questions: (1) To what extent are Athletic AcademicSupport Units using individual/personal and computer-based instruction inthe form of drills, tutorials or simulations? Black racial origin was the onlystudent demographic variable which had a negative correlation. Mostschools responding to the survey belonged to athletic conferences made upof similar sized schools and few of those conferences maintained academicstandards for athletes from member schools. The respondents perceived that athletic academic support serviceprograms enhanced the academic classroom performance of male and female,revenue and non-revenue team members (hypothesis 5). Section III discusses variousstrategies for gaining support for advising programs using the experiencesof both Brenau College and Brunswick Junior College. The student athletes felt misunderstoodand criticized by many students who were not athletes. Additional study of the relationships between athletic servicesand academic achievement should be undertaken. Year: 1989 Corporate Source/Institution: THE PENNSYLVANIA STATE UNIVERSITY ( 176)Adviser: WILLIAM TOOMBS Source: VOLUME 51/ 2-A OF DISSERTATION ABSTRACTS INTERNATIONAL. A particular difficult problem confronting students was said to bethe fact that they felt misunderstood and criticized by many students whowere not athletes. (ERIC Document Reproduction Service No. In thisregard, McLaughlin (1986) conducted a comprehensive review of theliterature about problems of students participating in intercollegiateathletics. College faculty might make use ofthese data as part of their governance in committees which could ultimatelydetermine the direction of athletics on their campus. Panelparticipants discuss their (a) respective organizational structures, (b)budget responsibilities, (c) classifications as faculty or staff, and (d)personnel and the improvements participants would like to see in theirprograms. EDRS Price - MF 1/PC 2 Plus Postage. The three categories of institutional variables that were utilized inan attempt to identify persistence predictors were (a) institutional roleand mission; (b) the intensity level of the institutions' athletic program;and (c) the administrative status of the institutions' athletic academicadvising program. Academic support services in general are said to be an institution-based issue and with respect to such programs, the manager is expected todeal with matters related to enrollment, financial concerns, substanceabuse concerns, child care concerns, the need for counseling regardingcareer development, and students' general health and residential lifeconcerns. Subjects in the study consisted of individuals responsible for theacademic advising/counseling of student-athletes at 184 NCAA Division Iinstitutions whose entire varsity intercollegiate athletic program(including football) was classified as Division I-A or I-AA. For example, the manager mightinterview those athletes involved in the academic advisement program fortheir perspective of how their participation in athletics is impacting upontheir career development and general academic standing. competition--I and III. NASPA Journal; v26 n2 p118-23 Win 1988 Available from: UMI Language: English Document Type: JOURNAL ARTICLE ( 8 ); PROJECT DESCRIPTION (141) JournalAnnouncement: CIJAUG9 Describes use of matrix management to organize learning support serviceson a college campus. 176 PAGES Descriptors: EDUCATION, HIGHER; EDUCATION, GUIDANCE AND COUNSELINGDescriptor Codes: 745; 519 The purpose of the study was to describe, analyze, and compareselected support services provided to male and female members of revenueand non-revenue sports teams at Division I institutions across the U.S.during Spring semester, 1993. NACADA Journal, 6(1), 31-38. Furthermore, the researcher questions whether graduation rates and thedatabases used to measure these rates can truly reflect or define academicachievement. One area that may concern managers of athletic academic advisementconcerns the existence of definitive data regarding problems anddifficulties that athletes may face as part of their experience. This paper attempts to offerinsight into the expectations, adjustments and experiences of NCAA Divisionstudent athletes as represented by thirteen scholarship student athletes onthe football team at a highly competitive university. 16 PAGES Descriptors: EDUCATION, HIGHER ; EDUCATION, GUIDANCE AND COUNSELINGDescriptor Codes: 745; 519 Since 1983, the National Collegiate Athletic Association initiated aseries of actions designed to make institutions accountable for theacademic progression of its student-athletes. 125 PAGES Descriptors: EDUCATION, GUIDANCE AND COUNSELING; EDUCATION, HIGHER; EDUCATION, PHYSICAL Descriptor Codes: 519; 745; 523 The study examines the demographics of and services provided by thesubjects, as well as the subjects' perceived achievement of establishedgoals and awareness of established standards. Men's revenue teams wereprovided the availability of three services (academic advisor/counselor,proctored study table, and personality assessment) more often than for anyother group. (Kearns, 1994, p. Student-oriented issues discussedinclude stress in the academic environment, the emphasis placed on jobpreparation, special needs of minority students, part-time students andadult learners, and student attitudes and values. 1987 96p. There is no definitive structure for intercollegiate athleticsadministration. 1 7 PAGES Descriptors: EDUCATION, ADMINISTRATION; EDUCATION, PHYSICAL DescriptorCodes: 514; 523 There is discord over the question of college athletics' effects onstudent-athletes' academic performance. NACADA Journal; v3 n2 p11-22 Oct 1983 Language: English Document Type: NON-CLASSROOM MATERIAL ( 55); PROJECT DESCRIPTION (141)Journal Announcement: CIJMAR84 The student athlete presents unique challenges for academic advisorsattempting to meet ethical, legal, and academic standards. Findings indicated that the head coach and/or theathletic academic advisor were perceived to influence the degree completionprocess both positively and negatively in addition to other retentionfactors. PAGE 195 . This informationcould then be used in designing academic advisement programs that moreeffectively meet athletes' needs and concerns. A content analysis conducted on study participants' responses to open-ended interview questions was said to reveal a lack of a definitivestructure for intercollegiate athletics administration, although mostinstitutions with exemplary athletics programs were said to have tightlycoupled patterns of administration from the athletic director to thepresident, athletic academic services, faculty representative andadmissions office. This was found to be significant at the. Athletes perceived a significantly higher level of satisfaction(. These two variables representedinstitutional role and mission. (3) What instructional media hardware and software tools arebeing used in Athletic Academic Support Units? An interview format was used to providecontextual statements in an effort to identify common characteristics ofdegree completion. 2 PAGES Descriptors: EDUCATION, HIGHER; EDUCATION, ADMINISTRATION; EDUCATION, PHYSICAL Descriptor Codes: 745; 514; 523 This study examined key relationships in the administration ofintercollegiate athletics by using the concept of loosely coupled systemsin organizations as suggested by Weick (1976). EDRS Price - MF 1/PC 4 Plus Postage. Followingeach issue is a set of questions that may contribute to furtherconsideration of the issue by readers. Those interviewedincluded the athletic director, athletic academic services, athleticcouncil, faculty representative, faculty senate, financial aid director andadmissions director. What this means is that in working through certain life issues thatmay arise for athletes in academic advisement programs, there is no soundfoundation for interventions that might resolve some of these problems.The manager needs to take this fact into account in terms of assistingthese student to resolve problems related to their participation inintercollegiate athletics and the effects of this participation on theiracademic performance and vocational development. PAGE 3958. A section on future trends providesa brief summary of matters that student services professionals mayanticipate in the next few years.EJ468264 CG542946 Consulting Opportunities: Working with Student-Athletes at a University.Gabbard, Clint; Halischak, Kate Counseling Psychologist; v21 n3 p386-98 Jul 1993 ISSN: 11- Available from: UMI Language: English Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE ( 8 ) JournalAnnouncement: CIJJAN94 Relates opportunities for consulting psychologists to work with specificpopulation within university setting. The purpose of thepresentation is to either justify already existing organizationalstructures, or give ideas for changes in physical education programs.----------------------- 1 1 1 PAGES Descriptors: EDUCATION, ADMINISTRATION; EDUCATION, PHYSICAL DescriptorCodes: 514; 523 The purpose of this study was to identify institutional predictorvariables of football student-athlete graduation persistence at NationalCollege Athletic Association (NCAA) Division I-A member institutions 1984-85 through 1989-9 (excluding the three service academies) (N = 1 ).Collegiate athletic academic reforms, including congressional intervention,have been implemented at a remarkable pace in recent years. ED 29 964).ED29 964 CG 2 496 Student Affairs: Issues, Problems and Trends. PAGE 2 3 . Several of the institutionswith problematic programs were in the process of tightening the couplingrelationships for these offices. Copyright 1993 UMI (University Microfilms International) selection 2 of 4DIALOG(R)File 35:Dissertation Abstracts Online(c) 1997 UMI. Sponsoring Agency: Office of Educational Research and Improvement (ED),Washington, D.C. (1988). Also, advisors tended to be white males who wereemployed on a full-time basis with an annual salary above $35, per year. Issues are categorized as institution-based, student-oriented, and profession-based. 6 (Increasing Retention:Academic and Student Affairs Administrators in Partnership) v15 n4 p15-261987 Available from: UMI Language: English Document Type: JOURNAL ARTICLE ( 8 ); PROJECT DESCRIPTION (141) JournalAnnouncement: CIJJUN88 The synergy among quality education, student development, and retention asgoals for an educational institution provided the impetus for a group ofcolleges and universities to form a 12-institution consortium. In this regard, several issues were discussed. Year: 1991 Corporate Source/Institution: CENTRAL MICHIGAN UNIVERSITY (6 6)Source: VOLUME 3 / 1 of MASTERS ABSTRACTS. Most subjects also held graduate degrees in developmental areas (highereducation, guidance and counseling, student personnel). 23 PAGES Descriptors: EDUCATION, HIGHER Descriptor Codes: 745 The primary purpose of this study was to determine the difference inacademic advisement effectiveness between the faculty system of academicadvisement and the athletic system of academic advisement at The FloridaState University. The characteristics, job responsibilities, andacademic advising practices of athletic academic advisors at NCAA DivisionI institutions. (1986). Theseincluded: (1) Managing the program in such a way that it is tightly interlinkedwith other related systems and personnel so that students receive not onlymaximal advisement about their academic concerns but also receive thenecessary resources for their other related needs and concerns; (2) Making sure that advisors have adequate knowledge regardingcertain matters such as established standards regarding advisement; (3) Taking action regarding several institution-based issues thatmight relate to athletes academic performance; and (4) Collecting data on athletes' own perceptions of how theirparticipation in sports affects their academic standing and careerdevelopment. Sandeen, Arthur ERIC Clearinghouse on Counseling and Personnel Services, Ann Arbor, Mich.1988 34p. Pearson Product Moment Correlations were also run on all of thevariables. Thestudent demographic variable, SAT score, was significantly correlated (. These self-study guides allow an institution toassure compliance with minimally-acceptable practice, gain an informedperspective on strengths and deficiencies, plan for program improvement,and prepare for review by external evaluators. Five hypotheses were tested and analyzed using chi-square tests ofindependence. (5) What are the perceived advantages of individual/personaland computer-based instruction for counselors/tutors? 12 743 ORDER NO: AAD13-45183ATHLETIC ACADEMIC ELIGIBILITY POLICIES IN MICHIGAN CLASS D HIGH SCHOOLSAuthor: NARDIZZI, PASQUALE, JR. The policies and theireffect on schools and athletes were studied. Given that so manyadvisors are not sufficiently informed as to these standards, the manageradministrating such programs should take efforts to make sure his or heradvisors are aware of these standards. The stepwise multiple regression found onlythe T-score to be a significant predictor on the dependent variablereflected by R =.43785. Langley, Harry M. PAGE 424. Services advisors were expected to provide included: academicmonitoring, general academic advising, and tutoring. To the extent that the manager effectivelydeals with institution-based issues, he or she will take action to ensureexcellence in program functioning as well as student access to theseprograms. ). Contract No.: 4 -86- 14 Available from: ERIC/CAPS, 21 8 School of Education, University ofMichigan, Ann Arbor, MI 481 9-1259 ($7. Sponsoring Agency: Office of Educational Research and Improvement (ED),Washington, D.C. EDRS Price - MF 1/PC 3 Plus Postage. The mostcomprehensive data on student athlete graduation rates became available inAugust, 1992. This research attempts to test the assumption that there arediscernible differences in athletic professionalism between two divisionsof N.C.A.A. Suggestions for further research and implications ofthe findings are discussed. (6) What are theperceived advantages of individual/personal and computer-based instructionfor student-athletes? Appendices contain a definition of andrationale for developmental academic advising and an outline of theadvising roles to be fulfilled.ED293424 HE 21337 Strategic Decision Making: Key Questions and Indicators for Trustees.Frances, Carol; And Others Association of Governing Boards of Universities and Colleges, Washington,D.C. Training Manual for the CAS SelfAssessment Guides. The freshman year was of particular importance to student-athletesinitially identified as "at-risk". Year: 1994 Corporate Source/Institution: MONTANA STATE UNIVERSITY ( 137) Chair:JOHN W. All rts. Three panel members were involved in programswhere they reported to the student affairs department, two reported to thephysical education department chairman, and one reported both to studentaffairs and the physical education chairman. STOTLAR Source: VOLUME 54/11-A OF DISSERTATION ABSTRACTS INTERNATIONAL. Effectiveness was measured by student satisfaction, grade pointaverage, and number of credit hours attempted and completed. Section I describes developmental advising at Brenau College,providing information on Act I, a 1-hour class serving as the foundation ofBrenau's 4-year student development model; activities, evaluationprocedures, outcomes, and costs of the program; potential for adaptation ofthe advising model in other institutions; and the evolution of the advisingprogram. Qualitative research methods were used from an initial focus of familybackground characteristics. In this regard, he notes that regardless of the kind of programmanagers are administrating, there are a number of general issues whichmust be addressed before the program can operate at maximal effectiveness. The issue of providing anacademic environment in which the student athletes can thrive is a complexone for universities because of the competing influences and demands on thestudent athletes' lives. PAGE 11. After assessing these differences,there is an examination of the degree to which the various levels ofprofessionalism relate to student-athletes' level of athletic and academicmotivation. On the other hand, tutorials, followed bydrills, are the most used instructional methods in IPI and CBI settings.This study also found that AASPUs have more hardware and software availableto them than they use, as well as that the least available and usedsoftware tools in AASPUs are videodiscs, hypermedia and CD ROM,respectively. Profession-based issuesare considered in the areas of professional preparation of studentservices personnel, staff development, and accreditation. Thepreeminent requirement for success along all three paths was collaborationbetween the academic and student affairs domains.ED25 23 JC84 547 Strategies for Implementing Advising Programs. Data from a survey sent to athletic directors at Class D schools inMichigan revealed the type of academic eligibility policies in force attheir schools. The majority ofrespondents are male, white, employed full-time for their academic advisingduties, have annual salaries exceeding $35, , hold graduate degrees indevelopmental areas (higher education, guidance and counseling, studentpersonnel), are responsible for academic monitoring, general academicadvising, study tables and tutoring, are located in the athletic departmentof their institution, and share advising duties with members of theinstitution's faculty. Findings showed how smallschools and the athletes in them were affected by higher academicstandards. Council for the Advancement of Standards for Student Services/DevelopmentPrograms. Educational Record; v63 n2 p16-19 Spr 1982 Available from: Reprint: UMI Language: English Document Type: JOURNAL ARTICLE ( 8 ); POSITION PAPER (12 ) JournalAnnouncement: CIJNOV82 Although it is essential to understand the student athlete's uniquecircumstances, it is more important to treat him/her with the justice,compassion, and sensitivity that should characterize a school'srelationship with all students. A chi-square test indicated theexistence of a significant relationship between the area of highest degreeand the perception of adequacy of academic preparation of the athleticacademic advisors with respondents with degrees in developmental areassignificantly more likely to perceive their academic training as``Adequate'' than those from non-developmental backgrounds. GREG Degree: ED.D. Most services andathletic academic support programs were available for student-athletesregardless of gender and sports team membership. McLaughlin, Bonny NACADA Journal; v6 n1 p31-38 Mar 1986 Available from: UMI Language: English Document Type: JOURNAL ARTICLE ( 8 ); REVIEW LITERATURE ( 7 ) JournalAnnouncement: CIJOCT86 A review of the literature over the past 5 years reveals that althoughmuch has appeared in print about problems of students participating inintercollegiate athletics, empirical evidence about the effect ofparticipation on academic performance and vocational development remainscontradictory.EJ29 113 HE517595 A Trilogy of Academic Concerns for the Academic Advisor of Student-Athletes: General Advising; Litigation; and NCAA Proposal Number 48. PAGE 1487. Of primary interest inBlake's study was determining the degree of loosely coupled or tightlycoupled patterns of administration that exists for intercollegiateathletics. However, minimum academicstandards for initial or continued athletic eligibility have not guaranteeddegree completion. (1994). The implications of this study have cross-sectionalapplication in sport management including: public relations and marketing,legal and risk management, personnel management, fiscal management, andsocial. Year: 1991 Corporate Source/Institution: OHIO UNIVERSITY ( 167) Director: FRED B. Oct 1984 51p.; Paper presented at the National Conference of the National AcademicAdvising Association (8th, Philadelphia, PA, October 14-17, 1984). The majority of respondents indicated no awarenessof the CAS Standards for Academic Advising. PAGE 2837. Four questions dealing withthe study topic guided the research. Recommendationsfor further research include a study to determine the athletic academicadvisors' perception of their professional status on campus. Claims matrix management, which links support servicesfrom academic and student affairs, increases access, improvesaccountability, and encourages new programs.EJ366245 HE523482 Intentional Student Development and Retention. Not available from University MicrofilmsInternational). Kearns (1994) also found thatstudents were somewhat surprised by the emphasis on football at college,and were exhausted from the time and physical demands of football.Interestingly, students also stated that their social and academic livestook priority over football in all categories of importance. Secondarily, Blake sought to discover differences betweeninstitutions with exemplary athletics programs and those with problematicathletics programs. When viewing the findings of this studyas it concerned advantages for student-athletes, IPI and CBI responsesshowed that the advantages for student-athletes were that they receivedimmediate feedback during the instructional process, learned more quicklyduring the instructional process, were individually paced during theinstructional process, and enjoyed their coursework during theinstructional process. FRIEDKIN Source: VOLUME 54/ 8-A OF DISSERTATION ABSTRACTS INTERNATIONAL. Language: English Document Type: ERIC PRODUCT ( 71) Geographic Source: U.S.; Michigan Journal Announcement: RIEJUL88 This information analysis presents descriptions of some of the majorcurrent issues in student services at various types of institutions ofhigher education. Conclusions The purpose of this paper was to examine some of the issues whichmanagers administrating athletic academic advisement programs might beexpected to face. Year: 1996 Corporate Source/Institution: UNIVERSITY OF NORTHERN COLORADO ( 161)Source: VOLUME 57/ 4-A OF DISSERTATION ABSTRACTS INTERNATIONAL.PAGE 1521. Stodt, Martha McGinty New Directions for Higher Education; No. 424.(Microfilm Order No. The study found that simulations are the least used instructionalmethods in IPI and CBI settings. This study is an effort at addingto the body of research addressing this question. (Doctoral Dissertation, Ohio University) DissertationAbstracts International, 52(6-A), p. Data were collected by means of the Academic Advising Surveydeveloped for this study. Year: 1995 Corporate Source/Institution: INDIANA UNIVERSITY ( 93) Source: VOLUME 56/ 9-A OF DISSERTATION ABSTRACTS INTERNATIONAL. AAD91-34254) Sandeen, A. In general, theiradvisement duties tended to be shared with members of the institution'sfaculty. Athletes' responsesindicated that advisor assistance with the transition from high school tothe university had a significant effect on grade point average, and thatlevel of satisfaction was significantly related to frequency ofadvisor/advisee meetings.EJ4 4784 CG537 15 Developing a Matrix Organization to Unify Learning Support Services.Clarke, John H.; Mansfield, Barry K. When the same 17 services wereavailable through another campus department, one service, personalityassessment (an inventory measuring personality traits and interests), wasprovided more often for men's revenue teams than for women's revenue teammembers or for men's or women's non-revenue team members (hypothesis 2).While men's revenue teams were travelling for sport related purposes, twoof a possible five services, an academic advisor/counselor and a proctoredstudy table, were available more often for men's revenue team members thanfor men's non-revenue team members (hypothesis 3). The investigator interviewed the students and tape recorded theirresponses to thirty eight questions. Language: ENGLISH Document Type: RESEARCH REPORT (143) Journal Announcement: RIESEP75 This panel presentation concerns itself with the administrative reportingresponsibilities of college and university intramural programs. Institution-based issues examined includeexcellence and access, enrollment management, academic support services,student financial assistance, learning and physical disabilities, legal andliability concerns, substance abuse education, child care, counseling andcareer development, health concerns, residential life and studentactivities, and recreation and athletics. Following a profile of GCC's history, mission,service area, feeder high schools, and student demographics, responses toquestions related to WSC standards are presented. (1989). Described in each self-assessment guide arethe standards and guidelines, the roles of documentation and assessment inthe self-study process, and the steps for developing a follow-up actionplan. The student athletes received assistancefrom coaches, teachers, teaching assistants, athletic academic programstaff, tutors and other athletes. Glendale Community Coll., CA. 13257 8 ORDER NO: AAD93-34887THE PROFESSIONALIZATION OF INTERCOLLEGIATE ATHLETICS: INTERRELATIONSHIPSBETWEEN COLLEGE SPORTS PROFESSIONALISM AND STUDENTS' ATHLETIC AND ACADEMICMOTIVATIONS (ATHLETIC MOTIVATIONS) Author: SNYDER, PETER LEN Degree: PH.D. Language: English Document Type: NON-CLASSROOM MATERIAL ( 55) Geographic Source: U.S.; District of Columbia Journal Announcement: RIESEP88 Target Audience: Policymakers This handbook is intended to assist governing boards of higher educationinstitutions in using key indicators (quantitative or qualitativeinformation that describes the condition of some aspect of the institution)to: evaluate the strategic position of their institutions, compare theinstitution to its peers, and monitor changes in its condition over time.The handbook is also intended to help trustees identify specific areasrequiring the board's attention and to suggest the ways that key indicatorscan be used to make policy-level decisions. Issues are categorized as institution-based, student-oriented, and profession-based. It isinsufficient for him or her to be content with simply making sure thatadvisement is offered to athletes. 5level) with grade point averages for both athletes and non-athletes. Contract No.: 4 -86- 14 Available from: ERIC/CAPS, 21 8 School of Education, University ofMichigan, Ann Arbor, MI 481 9-1259 ($7. A range of 17 support services were found to be availablethrough the athletic departments for male and female, revenue and non-revenue team members (hypothesis 1). An evaluation survey of the self-assessment guides is included. 4 -86- 14) Washington, DC: Office of Educational Research andImprovement. 2 3 . Each instrument was divided into three sections:(a) need importance, need fulfillment, and need satisfaction; (b) adviseeexperience; and (c) advisee demographic information. If it is expanded to include formal and informal structureand two-way communication, it can be a useful tool for addressing complexorganizational structure.864274 ORDER NO: AAD84-27335A COMPARATIVE STUDY OF THE EFFECTIVENESS OF FACULTY AND ATHLETIC SYSTEMS OFACADEMIC ADVISEMENT AS MEASURED BY STUDENT SATISFACTION, GRADE POINTAVERAGE, AND NUMBER OF CREDIT HOURS ATTEMPTED AND COMPLETED AT THE FLORIDASTATE UNIVERSITY Author: YEAGER, SHARON KAYE Degree: PH.D. (Doctoral Dissertation, University ofSouthern California) Dissertation Abstracts International, 57(5-A), p.195 . Content analysis techniqueswere employed. Year: 1984 Corporate Source/Institution: THE FLORIDA STATE UNIVERSITY ( 71)Source: VOLUME 45/ 9-A OF DISSERTATION ABSTRACTS INTERNATIONAL.PAGE 278 . McLaughlin, B. 5 level) with basic need fulfillment than did non-athletes, andperceived a higher level of need importance for the advising functionconcerned with the explanation of university regulations. Participants in the study represented bothgenders, multiple sport teams, races and academic at-risk factors. The study found that policies varied as to criteria foreligibility and minimum allowable levels of academic performance. 1376918 ORDER NO: AAD94-28993A STUDY OF THE AVAILABILITY OF ATHLETIC ACADEMIC SUPPORT SERVICES ATDIVISION I INSTITUTIONS ACROSS THE UNITED STATES Author: SCHWARTZ, CORENE MARGUERITE Degree: ED.D. 1454225 ORDER NO: AADAA-I96 1795FACTORS ENHANCING THE DEGREE COMPLETION OF DIVISION I STUDENT-ATHLETESAuthor: GRAY, PETER VAUGHN Degree: ED.D. Neither the intensity level of the institution'sathletic program nor the administrative status of the athletic academicadvising program were found to be significant predictors on the dependentvariable. Honest, responsible admissions counselingis crucial, and follow-up advising should focus on developing a collegiateperspective.ED324 62 JC9 5 9 Athletic Program Review, Fall 199 . Rather, the manager must look at theathlete's general life concerns (e.g. The study sought toascertain the degree of loosely coupled or tightly coupled patterns ofadministration that exists for intercollegiate athletics. Fifty-four on-site interviews were conducted at eight NationalCollegiate Athletic Association Division I institutions with exemplary andproblematic athletic programs. The participants interviewed included theathletic director, athletic academic services, athletic council, facultyrepresentative, faculty senate, financial aid director and admissionsdirector. 11824 4 ORDER NO: AAD91-34254THE CHARACTERISTICS, JOB RESPONSIBILITIES, AND ACADEMIC ADVISING PRACTICESOF ATHLETIC ACADEMIC ADVISORS AT NCAA DIVISION I INSTITUTIONS Author: RADER, STEVEN DONALD Degree: PH.D. These secondary data reported student-athlete graduationrates by sport, race, and gender, and institution in compliance with the199 Student Athlete Right-to-Know Act. The students revealed high academic aspirations and intentions tograduate as they struggled to balance the academic, social, and athleticaspects of their lives. Institution-based issues examined includeexcellence and access, enrollment management, academic support services,student financial assistance, learning and physical disabilities, legal andliability concerns, substance abuse education, child care, counseling andcareer development, health concerns, residential life and studentactivities, and recreation and athletics. 5 level$(\acute\alpha$ =. Student athletes' academic, athletic, and socialexpectations, experiences, and adjustments during their critical,transitional first year which must be examined, and they must be exploredfrom the student athlete's point of view. The subjects were asked to complete a 35-itemauthor-developed questionnaire consisting of five major sections: (1)demographic and other general information about the subjects; (2) servicesprovided; (3) utilization of academic advising models by athletic academicadvisors; (4) subjects' perception of their institution's achievement ofgoals set by the National Academic Advising Association; and (5) knowledgeand utilization of academic advising standards. While students were surprised by the emphasis on football atcollege, and were exhausted from the time and physical demands of football,their social and academic lives took priority over football in allcategories of importance. Moreover, while their academic aspirations remainedhigh as did their desire to graduate, they appeared to be engaged in astruggle to balance the academic, social, and athletic aspects of theirlives. However, findings were observed to be related to issuesand concerns with respect to athletic academic advisement. The self-assessment guides include thesefunctional areas: general-division level; academic advising; admissionsprograms and services; career planning and placement; college unions;commuter student programs and services; counseling services; disabledstudent services; fraternity and sorority advising; housing and residentiallife programs; judicial programs and services; learning assistanceprograms; minority student programs and services; recreational sports;religious programs; research and evaluation; student activities; andstudent orientation programs. 154 PAGES Descriptors: EDUCATION, HIGHER ; EDUCATION, TECHNOLOGY ; EDUCATION, CURRICULUM AND INSTRUCTION Descriptor Codes: 745; 71 ; 727 The purpose of this research study is to identify the uses andadvantages of two particular instructional methods as perceived bysupervisors of Athletic Academic Support Units (AASPUs).Individual/personal instruction (IPI) and computer-based instruction (CBI)are the instructional methods this study focused on because theyincorporate mastery/expository or instructor-centered classroom instructionmodels (Rosenshine & Stevens, 1986; Alessi & Trollip, 1991; Barr & Tagg,1995). Schubert, George W.; Schubert, Arline F. All subjectscompleted a 35-item researcher-designed questionnaire developed to collectbackground and demographic information, information about provided servicesand utilization of diverse academic advising models, as well as advisors'general knowledge and utilization of academic advisement standards. Language: English Document Type: ERIC PRODUCT ( 71) Geographic Source: U.S.; Michigan Journal Announcement: RIEJUL88 This information analysis presents descriptions of some of the majorcurrent issues in student services at various types of institutions ofhigher education. Difficulties, Problems, and Issues One issue in the management of athletic academic advisement programscan be seen in a study conducted by Blake (1988) whose research focused onthe administration of intercollegiate athletics. The following chapters arepresented: (1) "Improving Decision Making"; (2) "Critical Decision Areas"(financial affairs, enrollment, institutional advancement, humanresources, academic activities, student affairs, intercollegiate athletics,physical plant and equipment, auxiliary activities, and institutionalmission) and "Critical Decision Areas and Strategic Issues Considered inChapter 3"; (3) "Key Questions and Indicators" (for each of the criticaldecision areas); and (4) "Effective Use of Key Strategic Indicators" (arecommended procedure, collecting and analyzing the data, and roles andresponsibilities of board and staff). Language: English Document Type: PROJECT DESCRIPTION (141); CONFERENCE PAPER (15 )Geographic Source: U.S.; Georgia Journal Announcement: RIEMAR85 Target Audience: Practitioners Two approaches to developmental advising programs are described in thisreport, along with strategies for successfully implementing developmentaladvising systems through credit classroom and noncredit seminarexperiences. The training manual outlinesthese eight steps in using the guides: (1) determine a self-study approach;(2) decide on inclusion of any guidelines; (3) examine criterionstatements before making preliminary judgments; (4) identify and summarizeevaluative evidence; (5) describe discrepancies between assessment criteriaand actual program practice; (6) delineate required corrective actions; (7)recommend any special actions for program enhancement; and (8) prepare astatement of overall action. Year: 1994 Corporate Source/Institution: UNIVERSITY OF SOUTHERN CALIFORNIA ( 2 8)Adviser: REYNALDO MACIAS Source: VOLUME 57/ 5-A OF DISSERTATION ABSTRACTS INTERNATIONAL. (ABL) 15 2143 ORDER NO: NOT AVAILABLE FROM UNIVERSITY MICROFILMS INT'L. The implication of the foregoing findings for the management ofathletic academic advisement programs is that an important management issuemay be managing the program in such a way that it is tightly interlinkedwith other related systems and personnel so that students receive not onlymaximal advisement about their academic concerns but also receive thenecessary resources for their other related needs and concerns. He found that empirical evidence about the effect ofparticipation on academic performance and vocational development wascontradictory. Student affairs: Issues, problems, and trends.(Report No. reserv. Weick's concept can be applicable to administrators withmodifications. (4) What information is usedto determine the success of the individual/personal and computer-basedinstruction? (1991). An interesting perspective of some of the issues faced by thosemanaging student affairs programs in general has been offered by Sandeen(1988). (Microfilm Order No. Student athletes stated that social and academic expectations,adjustments, and concerns were more important to them than athleticconcerns. When the women's teamswere travelling for sport related purposes, the five services (an academicadvisor/counselor, administration of tests, computer use, a proctored studytable, and a tutor) were available but no one service was provided to anextent greater than the other services for any women's teams (hypothesis4). Profession-based issuesare considered in the areas of professional preparation of studentservices personnel, staff development, and accreditation. Another management issue related to athletic academic advisement maybe making sure that those providing services are adequately prepared towork in this field; that is, to make sure that they can not only providestudents with the information they need regarding academics but are alsoaware of established standards regarding academic advising of athletes.That athletic academic advisement personnel may not be aware of thesestandards can be seen in a study conducted by Rader (1991) who examined thecharacteristics, job responsibilities and academic advising practices ofathletic academic advisors at NCAA Division I institutions.
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