Evaluation of Athletic Support Services Revised April 29, Executive Summary

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1 1 Executive Summary In spring 2009, a committee appointed by the President of Southeastern Louisiana University reviewed the academic support services at Southeastern for student-athletes. The areas covered in this report are the eight areas required in the NCAA and National Association for Academic Advisers for Athletics (N4A) Academic Support Services Evaluation Guide. The following faculty/staff were asked to serve on this committee: Dr. Josie Walker, Chair and Assistant Dean, College of Business; Ms. Kay Maurin, Director of Disability Services; Ms. Pam Prescott, Advisor and Instructor, General Studies; Mr. Eric Summers, Director of Multicultural and International Student Affairs; Dr. Erin Watson, Faculty Senator and Assistant Professor, Biology. The evaluation committee finds that the academic support services provided to student-athletes at Southeastern Louisiana University are satisfactorily meeting the needs of student-athletes and initiatives are in place to further enhance existing services. Developments under the direction of the Athletic Director (AD), Associate AD for Compliance/SWA and the Assistant AD for Academic Affairs will establish an Academic Learning Center for student-athletes that will provide a centralized, stable, and recognizable facility for student-athletes thus improving services and establishing a well-rounded academic support system. This committee toured the facility and was very impressed with the layout and design of the center. It is evident that this facility will enhance student-athletes academic support services and emphasize and strengthen the commitment to academic excellence made by the Athletic Department and Southeastern. The Center for Student Excellence (CSE) serves Southeastern s entire student body; however, services are customized to address student-athletes needs. The CSE under the administration of the Interim Director continues to provide and refine the Athletic Support for Athletes Program (ASAP) that addresses student-athletes in the areas of advising/counseling, tutoring, Supplemental Instruction, and academic monitoring. The CSE staff is knowledgeable of NCAA eligibility requirements and works to enhance student-athletes awareness of this process. Through the collaborative efforts of the CSE and the Athletics Department, the Online Progress Report (OPR) system has been enhanced to address the academic monitoring needs of studentathletes. Academic support services for student-athletes continue to be monitored and improved, and the observed participation among the support units suggests a true commitment to academic excellence.

2 2 INTRODUCTION AND BACKGROUND Southeastern Louisiana University is a regional, four-year institution committed to leading the educational, economic and cultural development of the southeast region of the state known as the Northshore. Southeastern promotes student success and retention as well as intellectual and personal growth through a variety of academic, social, vocational, and wellness programs. 1 Southeastern s commitment to promoting the academic success of students is evident in the many educational opportunities and resources offered across campus. Students are held to high standards and encouraged to develop life skills and strategies that enhance academic achievement and personal and professional growth. Southeastern considers student-athletes an integral part of the student body and recognizes the challenges unique to this group in pursuing a degree while competing in a sport. Academic support services for student-athletes provide an environment that assist student-athletes in addressing these challenges. An evaluation of Southeastern s academic support services for student-athletes was conducted as part of the NCAA athletic recertification process. A committee appointed by Southeastern s President included various faculty and staff who were charged to conduct the evaluation and provide a written summary of recommendations to the athletic director and members of the recertification steering committee. Members of the evaluation committee were chosen from various departments across campus and included administrators as well as faculty. The makeup of the committee follows: Dr. Josie Walker, Chair Assistant Dean of the College of Business Associate Professor of Business Administration Ms. Kay Maurin, Director Disability Services Ms. Pam Prescott, Assistant Director Advising and Instruction Division of General Studies Mr. Eric Summers, Director Multicultural and International Student Affairs Dr. Erin Watson, Assistant Professor of Biology Faculty Senator and Athletics Committee member 1

3 3 Areas reviewed in this evaluation focused on the eight areas required in the NCAA and N4A Academic Support Services Evaluation Guide. The report is presented with observations and recommendations on each of these areas: 1. Academic counseling and/or advising resources and services 2. Tutoring 3. Academic progress monitoring and reporting 4. Assistance for student-athletes with special academic needs 5. Assistance for at-risk student-athletes 6. Academic support services facilities 7. Academic evaluation of prospective student-athletes 8. Student-athlete degree selection. The committed began their collection of information by interviewing the following key people: Dr. Joel Erdman, Athletic Director (AD) Ms. Sherry Kennemer, Associate AD for Compliance/SWA Ms. Hope Williams, Assistant AD for Academic Affairs Ms. Chris Bentley, Assistant to the AD/Lifeskills and Academic Liaison Dr. Dorothy Nelson, Interim Director, Center for Student Excellence Ms. Carolyn Blackwood, Learning Assistance Coordinator and Interim Supplemental Instruction Coordinator, Learning Assistance Programs Ms. Paulette Poche, Director of Records and Registration Student-athletes Coaches Faculty Various academic support materials were reviewed including: student-athlete handbooks, graduation success rate reports, academic progress reports, mission statements, department websites, prospective student-athlete files, current student-athlete files, tutoring documents, academic data of entering students, policies of various support units, mission statements and goals, and lists of academic support services personnel titles and responsibilities. CURRENT ACADEMIC STATUS Reviews of Graduation Rates, Graduation Success Rates, and Multi-year Academic Progress Rates for the Freshman Cohort were conducted. A comparison (see Table 1) of the freshman-cohort graduation rate for students entering in the academic years shows that student-athletes graduated at a higher rate (46%) than the overall freshman-cohort at Southeastern (32%). Female student-athletes graduated at a higher rate (42%) than all Southeastern females (36%), and male student-athletes (50%) graduated at a higher rate than all Southeastern males (26%).

4 4 Graduation success rates include transfer students and allow institutions to subtract studentathletes who leave their institution prior to graduation as long as they would have been academically eligible to compete had they remained. 2 Male students (71%) experienced a slightly higher graduation success rate than both female student-athletes (69%) and all studentathletes (70%) in this Freshman Cohort group at Southeastern. Table 1 Comparison of the Freshman-Cohort Graduation Rates and Graduation Success Rates Southeastern Louisiana University Freshman Cohort Freshman- Cohort Graduation Rate Student- Athlete Graduation Success Rate All Students Student- Athletes 4 All Females Female Student- Athletes (receiving aid) All Males Male Student- Athletes (receiving aid) 32% 46% 36% 42% 26% 50% 70% 69% 71% The Academic Progress Rate (APR) (see Table 2) includes eligibility, retention, and graduation as factors in rate calculation. This measure looks at current academic progress of every studentathlete. An APR of 925 (out of 1,000) is roughly equivalent to a 60% Graduation Success Rate. 5 Teams that score below 925 may be penalized. Table 2 shows APRs by team for the academic years to Retrieved April 21, 2009, from NCAA website 3 Retrieved April 21, 2009 from NCAA website 4 Only student-athletes receiving athletics aid are included in this report. 5 Retrieved on April 21, 2009, from NCAA website

5 5 Table 2 Multi-Year Academic Progress Rate (APR) 6 Southeastern Louisiana University By Team to Women s Teams Men s Teams Baseball(293) N/A 902 Basketball(337) Cross Country (300) Football (239) N/A 918 Golf (291) N/A 918 Soccer(310) 953 N/A Tennis(263) Track, Indoor (270) Track, Outdoor (270) Volleyball(23) 951 N/A EVALUATION Southeastern s academic support services are collaborative endeavors among the Athletic Department, the Center for Student Excellence, coaches, peers, mentors, and academic departmental personnel including both faculty and advisers. These groups offer a comprehensive support program for all student-athletes and are committed to helping students achieve academic success. 1. Academic Counseling and/or Advising Resources and Services Services exist in various departments on campus Interviews: Interim Director for the Center for Student Excellence and Assistant Athletic Director for Academic Affairs The Athletic Department maintains an Academic Center headed by the Assistant Athletic Director for Academic Affairs. The Center for Student Excellence partners with Athletics and provides academic support staff to deliver services, specifically for at-risk student-athletes and entering freshman. Academic support staff include two Student Success Coordinator (SSC) positions (second was approved in fall 2008), two Graduate Professional Service Assistants (counseling interns) who provide academic counseling, and two Graduate Assistants who provide study hall. Both SSC positions are currently vacant. The previously filled SSC position 6 Retrieved on April 21, 2009 from NCAA website

6 6 has been vacant since November These individuals work in conjunction with faculty and various campus departments to provide academic support services and to track and monitor the progress of each student-athlete. Services provided include supervised and objective-based study hall; individual and group tutoring; and exam preparation sessions. Mentoring is also available in individual weekly meetings or group sessions. Additional support is found in the form of academic and personal development workshops. In an interview with the Assistant Athletic Director for Academic Affairs, a detailed proposed facility, the Academic Learning Center, currently under construction was discussed. This center will enhance the academic support services provided to student-athletes. Details of this facility are outlined under Section 6, Academic Support Facilities. The evaluation committee was given a tour of this area during the first week of pursuing this review. As part of the CSE, the Athletic Support for Athletes Program (ASAP) works with the Athletic Academic Center and departmental personnel to assist student-athletes in retention and progression toward graduation. The Center s staff includes a Director, a Learning Assistance Coordinator, a Student Success Coordinator, four Senior Advisers (each assigned to a specific college), Ten Advisers (each assigned to a specific college), two Administrative Assistants, and a Graduate Assistant. These resources are available to all freshman including student-athletes. The academic advising support provided by the ASAP to freshman for their first year or 30 hours (whichever comes first) includes information about majors, courses, policies, and procedures. Counselors in the CSE who advise student-athletes are attentive to restrictions and NCAA academic policies and requirements. This advising is complementary to the student s departmental advising. The CSE also provides counseling in areas such as study skills, test anxiety, test preparation, decision-making, and other college survival skills. As outlined in the Student-Athlete handbook and discussed with the Director of the CSE, referrals are also made to other campus resources such as financial aid, career development, and multicultural and student affairs offices when needed. Referrals are also made to other campus resources as needed. Two important tools used by the CSE are the OPR and the academic planner in PeopleSoft. OPR provides feedback from faculty on academic course progress and attendance. The academic planner in PeopleSoft is developed online at the end of the first semester or beginning of the second semester and enables students to map a plan for course registration and to visually see their progression toward their degree. In mapping this plan, students are exposed to course information and prerequisite requirements giving them an opportunity to be more accurate and efficient in planning their academic journey. The Athletic Department s Academic Center and the CSE have well established programs in place. The directors and personnel from each center collaborate and maintain a comprehensive academic support system which offers every student-athlete the opportunity to receive services to

7 7 promote academic success. Additionally, the Academic Learning Center under construction will enhance and strengthen the academic support to student-athletes. Recommendations would be to continue the collaboration between these two departments and expand collaboration to involve the academic departments. Department involvement would increase faculty feedback and support in monitoring the progress of student-athletes and in assessing the skills these students need to be successful. This will not only strengthen the academic support services available to students but would involve faculty, advisers, tutors, and other faculty/staff in the commitment to academic success of student-athletes. 2. Tutoring: All current student-athletes have access to tutoring opportunities during the academic year and summer sessions. Interviews: Interim Director for the Center for Student Excellence, Learning Assistance and Interim Supplemental Instruction Coordinator, Assistant Athletic Director for Academic Affairs, Assistant to the AD/Life skills and Academic Liaison, Director of Math Lab, Peer Tutor. The Athletic Department provides study halls for student-athletes. Sessions are available for individual and group tutoring and academic counseling. These academic counselors also direct student-athletes to appropriate academic departments for additional support. The Center for Student Excellence provide tutors used in this program. Three components of the tutorial/academic support program takes place in the Center for Student Excellence. It provides three tiers of academic tutoring/support for all student-athletes: SE Credit 3 hours. A student success course providing the tools that address the rigors of academic life on the University level. This course is required of all freshmen and has specific sections reserved for athletes only. Tutoring--Day Program, Individual and Group Tutoring by appointment with approved peer tutors. Approved peer tutors assist student-athletes within their academic disciplines. Tutors are recruited, trained, scheduled and evaluated through the University s Tutorial Program, housed in the Center for Student Excellence. During the academic year of , the Center for Student Excellence served 81 studentathletes in their tutoring programs and approximately 90 student-athletes enrolled in the three SE 101 sections for student-athletes. During the Fall 07 academic semester, 25 student-athletes accessed tutoring in the Center for Student Excellence and 90 student-athletes enrolled into the SE 101 sections for student-athletes. Fall 08 study hall, 224 tutoring sessions were provided to student-athletes. Departmental, discipline specific academic support and tutoring is available to all current university students. The student-athlete is encouraged to take advantage of each discipline

8 8 specific tutoring lab. Southeastern maintains a Math Lab and Writing Center that are staffed and available on a walk-in basis. The type and level of tutoring, monitoring, and support provided to each student-athlete is dependent upon the individual needs of each student-athlete and based on the review of existing academic information provided by student intake forms as well as the recommendations from the athletic academic support staff. Student-athletes are also encouraged to access existing tutoring university resources. The tutoring program is moving forward in a progressive manner. In order to minimize any confusion by student-athletes regarding individual and group tutoring, offering tutoring in a single location may be considered. 3. Academic Progress Monitoring and Reporting Southeastern has a strategic monitoring plan in place that touches all levels of student-athletes academic careers. To improve or maintain student-athletes academic success and eligibility to play, academic support in the form of tutoring, study hall sessions, advising, and counseling is available. Interviews: Interim Director for the Center for Student Excellence, Associate Athletic Director for Compliance/SWA, and Assistant Athletic Director for Academic Affairs The University s OPR allows the institution to track the academic progress of student-athletes twice during each fall and spring semester (weeks five and 10). This streamlined process provides an opportunity for faculty input on student grades, dates and status of class absences (approved or unapproved), and class performance. The intent of the OPR is to monitor the student-athletes academic performance in individual courses. The Assistant Athletic Director for Academic Affairs is responsible for tracking all academic support programs provided for student-athletes. Yet, each unit charged with academic support services to student-athletes (CSE and Athletics) monitors their services. For instance, the Center for Student Excellence monitors the OPR, at-risk programs, the SE 101 course, and the freshman mentoring program. The Assistant Athletic Director for Academic Affairs constantly monitors class schedules, advising assignments, and study hall sessions, and reports on the overall effectiveness of the monitoring. The Associate Athletic Director for Compliance/SWA holds the ultimate responsibility of confirming the continuing eligibility status of all student-athletes. The Associate Athletic Director for Compliance/SWA works with a committee consisting of the Assistant Athletic Director for Academic Affairs and the Director of Records and Registration to coordinate the process of eligibility monitoring. According to the Associate Athletic Director for

9 9 Compliance/SWA overall athletic academic progress monitoring is reviewed on an annual basis by the Athletic Committee. The OPR is a data collection mechanism for monitoring class performance. The intent is to establish active communication among the student-athlete, the faculty member, and the athletic support staff; however, this process is currently underutilized. Further development of this process is recommended to enhance academic success. 4. Assistance for Student-Athletes with Special Academic Needs Services exist to assist student-athletes who may have special academic needs including diagnosed disabilities or under-developed academic skills. Interviews: Assistant Athletic Director for Academic Affairs, Interim Director for the Center for Student Excellence, Director of Disability Services. All first semester freshmen athletes meet with the Assistant Athletic Director for Academic Affairs or a member of the immediate staff. During this interview, the student-athlete s academic record is reviewed including incoming grade point average, standardized test scores, and high school transcript. When areas of challenge or weakness are noted, the staff representative makes appropriate referrals for academic service support and/or coordinates tutoring, study hall hours, or skill building sessions. All freshmen athletes are monitored to assist with the academic transition from high school to college. Student-athletes with disabilities, like other students with disabilities, must self-identify with the Office of Disability Services in order to receive classroom or testing accommodations. Studentathletes with disabilities who lack required documentation of specified disabilities are referred to external sources for diagnostic testing and evaluation as the University does not currently provide learning or psychological diagnostic testing. The Athletic Department collaborates with the Center for Student Excellence through the ASAP when student-athletes who are in need of skill building assistance and/or tutoring resources are identified. The Student-Athlete Handbook is a resource for student-athletes. A comprehensive listing of contact information for University academic support units would assist student-athletes in identifying help and support when needed. Hosting an informational browse with support service departments for athletes may be beneficial in helping the student-athlete identify available assistance and in making connections with other University support personnel.

10 10 5. Assistance for At-Risk Athletes Student-athletes at-risk include those with college grade point averages lower than 2.0 or those who are admitted under alternative university admission criteria. Individuals Interviewed: Assistant Athletic Director for Academic Affairs, Interim Director of the Center for Student Excellence, Assistant to the Athletic Director/Lifeskills and Academic Liaison A tier system (see Table 3), known as Academic Training Camp, is used to organize studentathletes by level of academic support needed: Table 3 Academic Training Camp/Tier System Tier Service Requirements Number of Student- Athletes One Weekly academic meetings with Asst. AD for Academic Affairs Staff, study hall hours, tutoring, skill development seminars and workshops Required academic meetings, study hall, tutoring, skill building workshops as deemed appropriate by Academic All athletes with a 2.0 or below; alternative criteria admits; freshman with developmental course Two Three Reduced study hall hours, subject specific tutoring, monthly academic meetings with Asst. AD for Academic Affairs Staff Meet once per semester with Asst. Ad for Academic Affairs staff to discuss course scheduling Affairs staff Monitored with flexibility based on student-athlete s class performance One required check in per semester for course scheduling purposes requirements All freshmen studentathletes; studentathletes with GPAs between a 2.0 and 2.3 Student-athletes with a 2.3 or higher The OPR is used to monitor student-athlete performance by course. The OPR is sent to faculty members who have student-athletes in their classes two to three times during the semester. The OPR is reviewed by the Assistant Athletic Director for Academic Affairs. Student-athletes who have a grade of C or lower in their courses meet individually with the Academic Affairs staff. Strategies are implemented to assist the student-athlete, including but not limited, to additional tutoring or increased study hall hours. Coaches are notified by the Assistant Athletic Director for Academic Affairs if a student-athlete is performing poorly in a class. Coaches may intervene with strategies that will allow the student-athlete more time for coursework including reducing practice hours or travel to away games.

11 11 The OPR is an effective reporting tool and allows for tracking of student-athlete progress. Consistency in follow-up between student-athletes and coaches is needed. Meeting with studentathletes to discuss the results of their individual OPR should be a priority for all coaches. Incentives should be offered to student-athletes whose course grade improves from one OPR to the next. Recognition of such an accomplishment will assist the student-athletes in staying academically motivated and focused throughout the semester. 6. Academic Support Services Facilities The Athletic Department budget dedicated to academic support services for athletes is used to partially fund tutoring services that are shared with the Center for Student Excellence; however, has not had funding to support a dedicated facility near the Athletic Department to offer academic support services to student-athletes. However, the Athletic Department benefits from human resources and physical facilities of the University that offer academic support services to all students. These benefits include counselors, advisors, classrooms, computer labs, math labs, writing labs, etc. Because of the unique nature of student-athletes schedules that revolve around class, practice, and sports events, the dependence on university facilities has limited availability and access of academic support services to student athletes. Having an academic center housed within the Athletic Department and opened during early morning hours and into the evening would help alleviate this problem. The Athletic Department has addressed this issue. In collaboration with NCAA through the NCAA Division I Academic Performance Program Supplemental Support Fund, the Athletic Department has acquired funding to establish an Academic Learning Center. Southeastern has provided the physical facility and construction is now underway for a 3,000 square foot facility located near the Athletic Department. The Center will provide a computer lab, advisor offices, study rooms, and tutoring rooms. Additionally, the position of Assistant AD for Academic Affairs has been established as well as an academic counselor position. Having a centralized area with the additional personnel will improve the availability and accessibility to student-athletes which will ultimately impact eligibility, retention, and graduation. This committee toured the facility and was very impressed with the layout and design of the center. It is evident that this facility will enhance student-athletes academic support services and emphasize and strengthen the commitment to academic excellence made by the Athletic Department and Southeastern. The Athletic Academic Learning Center will provide a centralized, stable, and recognizable facility for student-athletes thus improving services and establishing a well-rounded academic support system.

12 12 The committee commends the staff of the Athletic Department for initiating the proposal for an Academic Learning Center and encourages them to continue in their efforts to strengthen a wellrounded academic support system. 7. Academic Evaluation of Prospective Student-Athletes Prospective student-athletes include both high school recruits and college transfer students. These student-athletes are evaluated for both NCAA eligibility and university admission requirements. Interviews: Athletic Director, Associate Athletic Director for Compliance/SWA, and Assistant Athletic Director for Academic Affairs. Associate AD for Compliance/SWA creates a database of prospective student-athletes for each recruiting year per NCAA sport. A file is created for each prospective student-athlete to evaluate transcripts and ACT or SAT test scores. Associate AD for Compliance/SWA evaluates transcripts for NCAA eligibility, documenting any insufficiencies and/or remaining core courses required for eligibility. Prospective studentathletes still in high school are initially evaluated using their eleventh grade transcripts; whereas, prospective transfer student-athletes are evaluated using high school and college transcripts. The Athletic Director reviews each prospective student-athlete s file and provides comments pertaining to the student s current status, particular concerns, weaknesses, etc. The Athletic Director may choose to contact high school teachers of at-risk student-athletes for further information regarding academic ability, work ethic, etc. Following confirmation that a prospective student-athlete is NCAA eligible by both the Associate AD for Compliance/SWA and Athletic Director, the prospective student-athlete is then approved for an official visit to Southeastern and/or to be offered a scholarship package. Associate AD for Compliance/SWA, Athletic Director, and various coaches continue to monitor twelfth grade transcripts (fall and spring semesters) and ACT or SAT test scores for NCAA eligibility and Southeastern admissions requirements. Establishment of academic files for each prospective student-athlete, in conjunction with regular file updates, provides valuable information for the Assistant Athletic Director for Academic Affairs and the academic success of incoming student-athletes. The committee recommends using a tracking system such as Accutrack to maintain student files. This would increase accessibility to student data for personnel involved in delivering academic services and establish a consistent electronic recordkeeping system.

13 13 8. Student-athlete Degree Selection: The ASAP is committed to helping students achieve excellence in all academic endeavors, which includes counsel regarding degree selection. All current student-athletes have access to the same academic counseling opportunities regarding degree selection as any other University student. These services are available from sources throughout the University, such as Enrollment Services, the Southeastern Louisiana University Website, and all Academic Departments. They are available to all students throughout the academic year and summer sessions. Services available to all students include individual advisor meetings, curriculum maps, degree progress mapping and detailed degree/career information. Interviews: Interim Director for the Center for Student Excellence, Assistant Athletic Director for Academic Support, Assistant to the AD/Life skills and Academic Liaison, Assistant Director of Admissions. Freshmen Athletes: Freshmen student-athletes have the same academic counseling opportunities available to them as all other current University students. Curriculum investigation and degree mapping is available to all freshmen as part of the SE 101 program. Additionally, ample information is available for each student to make wise decisions regarding degree selection within each academic department. Transfer Athletes: The Athletic Department provides individual degree counseling as a part of the transfer eligibility determination. All NCAA provisions and restrictions are closely adhered, and change of major opportunities are provided as requested. Maintaining academic eligibility for athletic competition is the responsibility of each studentathlete. Student-athletes are also encouraged to access academic counseling regarding degree selection as a means of support to their individual success. The Athletic Department provides counsel and close monitoring of all student-athletes who desire a change in their degree selection occurs for assurance of all eligibility requirements. Although adequate information is available to all student-athletes regarding degree selection, continued monitoring in this area is recommended. Upon the opening of the Athletic Academic Center, we recommend that degree maps and curriculum sheets be made available to all studentathletes to make sure athletes are aware of, and pursue the variety of majors that best fit their interests and abilities. Interview with Student-Athletes A focus group of ten student-athletes were interviewed by committee member, Dr. Erin Watson, on 20 April This group of students represented a diverse group varying in race, gender,

14 14 academic year, grade point average, and sport. The focus group included athletes representing five of the sixteen NCAA teams at Southeastern, including: women s basketball; men s track and field; women s track and field; football; and baseball. An apparent difference exists between teams at Southeastern in regards to the level of involvement and guidance that the coaches provide to their student-athletes. In fact, particular team(s) at Southeastern could serve as an exemplar for the remaining teams for how to actively monitor academic progress, eligibility, and the overall well-being of student-athletes. The student-athletes unanimously expressed the desire for more feedback and regular interactions between coaches, athletic support staff, advisers, and faculty. Currently, the frequency and thoroughness of academic progress meetings between the student-athletes and his/her coaches varies between teams and individual athletes. Sample statements include: We meet only when we are failing. I do think students should be praised for the good also. ; I think the coaches should make themselves more aware of students academic status. Never have oneon-one meetings. ; We have meetings with the coach depending on GPA. My meetings are once a month. and The coaches are very aware of our progress. They talk to us at least once a week about grades. The majority of the interviewed student-athletes stated that the only time that online progress reports (OPRs) are discussed with them is when they are performing poorly in a course. Thus, this focus group comprised of student-athletes that: 1) had no idea that professors were submitting academic reports two-three times per semester; 2) are made aware of the report status only when there is a problem ; and 3) I am aware of my report status and my head coach talks to me about the report. The student-athletes stated that the current tutoring services have both strengths and weaknesses; however, they expressed overall satisfaction with the tutoring services offered. The completion of the Athlete Learning Center will provide the student-athletes with a centralized support center where they will receive a variety of academic support services. For the most part, the student-athletes felt that they have the necessary support to balance course work and travel for competition. They stated that professors are understanding and willing to accommodate their schedule; however, the student-athletes also stated that it is often up to them to approach the professor for information on missed class material. The majority of the student-athletes interviewed either had limited or no knowledge of the Student-Athlete Handbook (seven of ten interviewees). Lastly, the student-athletes genuinely expressed concern that they are not always aware of their eligibility status nor are they aware of the rate of progress towards their individual degree plan. First and foremost, all OPRs submitted throughout a semester should be discussed with each student-athlete, despite academic performance. The practice of coaches and/or athletic academic

15 15 support staff having meetings with only the at-risk student-athletes needs to be addressed. Student-athletes clearly want more interaction and real-time feedback regarding their academic progress. Student-athletes utilize and value the tutorial services currently provided; however, they would like to have more tutors for upper division courses, as well as, to decrease the ratio of students to tutors. Several bound copies of the Student-Athlete Handbook should be readily available for studentathletes in the Athletic Learning Center. Each student-athlete should have an academic progress file that is updated each semester regarding degree plan selection, degree plan progress, advising slips per semester, OPRs, eligibility status, etc. The file would contain information from any and all personnel associated with the student-athlete s academic progress, such as: athletic academic support staff including those people from the CSE and other departments on campus offering services, coaches, faculty, and advisers. CONCLUSION The evaluation committee finds that the academic support services provided to student-athletes at Southeastern Louisiana University are satisfactorily meeting the needs of student-athletes. The committee acknowledges that the Athletic Department changes in progress addressing academic support services are timely and moving toward enhancements of the academic success of our student-athletes. This committee makes the following recommendations: 1. To continue the collaboration between the Athletic Department s Academic Center and the Center for Student Excellence in providing academic support services to studentathletes. 2. To open lines of communication to enhance faculty/staff/student feedback and support in monitoring the progress of student-athletes and in assessing the skills these students need to be successful. 3. To continue progress in establishing a single, centralized location for tutoring, study hall, and advising activities.

16 16 4. To use the OPR to establish active communication for positive and/or negative feedback among the student-athlete, the faculty member, and the athletic support staff, and to maintain consistency in follow-up between student-athletes and coaches. 5. To provide complete academic support services information in the student-athlete handbook including contacts for specific services and detailed information about how an athlete can access these services to identify help and support when needed. 6. To host information browses for entering student-athletes with support service departments to ensure that athletes identify and make a connection with other University support personnel who offer academic support services. 7. To increase student feedback to address the challenges that come from student perceptions of academic support services provided to them. 8. To establish a centralized student-athlete file system by using an electronic tracking system such as Accutrack (Southeastern owns a site license) to provide valuable information to the Athletic Support Staff. Support staff can be linked to access information so that data is centralized and easily updated. Agree and will explore possible electronic tracking 9. To require student-athletes to complete degree maps and continue to update these maps during their academic career. 10. To enhance career exploration for all student-athletes to ensure that the athlete has the information needed to find the major that best fits his/her interests and abilities.

17 To discuss academic performance with each student-athlete whether the student is at-risk or performing satisfactorily or above. This recommendation is based on student feedback. Limited resources/personnel may influence the amount and frequency of feedback and may lead to prioritizing according to academic status. 12. To include tutors for upper division classes and decrease the ratio of students to tutors. This recommendation is based on student feedback. Agree and will comply resources may influence the availability of specific tutors if so will coordinate with specific academic departments to identify assistance 13. To include several bound copies of the Student-Athlete Handbook in the Learning Center readily available for student-athletes. This recommendation is based on student feedback. 14. To update an academic progress file each semester regarding student s degree plan selection, degree plan progress, advising slips, OPRs, eligibility status, etc. The file would contain information from any and all personnel associated with the studentathlete s academic progress, such as: athletic academic support staff including those people from the CSE and other departments on campus offering services, coaches, faculty, and advisers. This recommendation is based on student feedback. Agree and will explore how to raise the student- Athlete s awareness of their academic, degree Progress and eligibility status