University of Wyoming
Athletics Department
NCAA Self-Study
Academic Integrity
Evaluation and Plan
for Improvement
Operating
Principle
2.1
Academic Standards. The
Association’s fundamental principles indicate that an intercollegiate
athletics program shall be designed and maintained as a vital component of the
institution’s educational system, and student-athletes shall be considered an
integral part of the student body. Consistent
with this philosophy, the institution shall demonstrate that:
a.
The institution admits only
student-athletes who have reasonable
expectations of obtaining academic degrees.
(1)
If the academic profile of entering student-athletes, as a whole or for
any student-athlete subgroup, is significantly lower than that of other
student-athlete or comparable student-body groups, the contrast shall be
analyzed and explained by appropriate institutional authorities.
(2)
If the graduation rate of student-athletes, as a whole or for any
student-athlete subgroup, is significantly lower than that of other
student-athlete or comparable student-body groups, this disparity shall be
analyzed, explained and addressed (through specific plans for iprovement0 by
appropriate institutional authorities.
b.
Academic standards and policies applicable to student-athletes are
consistent with those adopted by the institution for the student-body in general
or the NCAA’s standards, whichever are higher.
c.
The responsibility for admission, certification of academic standing and
evaluation of academic performance of student-athletes is vested in the same
agencies that have authority in these matters for students generally.
Self-Study
Items
1.
Describe the process by which student-athletes are admitted to your
institution, and compare it to the process for admitting students generally.
Give careful attention to key decision points (e.g., establishment of
admissions criteria, approval of special admissions) in these processes and the
individuals or groups involved at each point, including the role, either formal
or informal, the athletics department plays (if any) in the admissions process
for student-athletes.
Response:
Applications
for undergraduate admission to UW submitted by student-athletes are processed in
the same manner as for all other students.
The distribution of applications to student-athletes receiving
scholarships is generally done by the DIA, rather than the admissions office as
for other students. The
applications are stamped before they are sent to the student to indicate to the
admissions office that the applicant is a scholarship athlete.
If there is a problem or question with such an application, the DIA is
contacted.
The
process of all undergraduate student applications for admission, including
student-athletes, is as follows:
1.
The application and the application processing fee are returned to the
Admissions Office by the student.
2.
Academic transcripts and test scores are received by the Admissions
Office from the previous schools and/or testing agency.
3.
When all required materials are received, the file is reviewed by a
member of the Admissions processing staff.
If the student meets established requirements, a letter of admission is
sent.
4.
Applications from students who do not meet all of the requirements for
admission, but who do present an academic record that falls into a range where
an exception can be made, are reviewed and acted upon by the Admissions Office.
5.
If denied, admission exceptions may be granted by the Vice President for
Student Affairs or his designee.
The
university has two admissions designations.
They are ‘assured admission’ and ‘admission with conditions’.
‘Assured Admission’ indicates the student has met all admissions
criteria and is free to matriculate without further conditions.
‘Admission With Conditions’ means a student did not meet at least one
of the admissions criteria but will be admitted if the student agrees to certain
terms as outlined in the University of Wyoming 1999-2000 General Bulletin.
Details of the admissions policy of the University of Wyoming are
included in the excerpt of the Bulletin at Appendix B-1.
Basically, the conditions involve meeting monthly with a specially
assigned advisor and a limit of 15 hour of enrollment.
The category of ‘Admission With Conditions’ is not considered
“Special Admission”. Special
Admissions is explained in Self-Study 2.1 Item #3.
University
of Wyoming admissions requirements are approved by the Faculty Senate and are
ratified by the UW Trustees. Historically,
incoming student-athletes on athletics scholarship who have met the NCAA and
Conference initial eligibility standards have been admitted to the university
without the special appeals process being utilized.
Finally, as is common
practice with respect to special admissions for all college departments, the DIA
can petition the Admissions Office for the admission of a student.
If not satisfied with the decision by the Associate Director of
Admissions, the DIA can appeal to the Vice President for Academic Affairs or his
designee. This procedure is the acceptable process for all university entities.
During the past three years, there have been no student-athletes that
have had to be admitted under a special admission process.
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2. Please provide
the NCAA Division I Graduation-Rates supplemental form for the three most
recent
academic years. Compare and explain
any differences between the admissions profiles of student-athletes who received
athletics grants-in-aid with the profiles of students in general.
Response:
Although
there is only a 1998 NCAA Division I Graduation-Rates supplemental form for the
three most recent academic years, we have secured the information listed below
from other campus sources.
Native
American
3.13
20.1
1010
e
Black
2.90
19.9
932
e
Hispanic
3.29
21.7
1016
e
White
3.43
23.6
1098
e
Men
3.31
23.6
1103
e
Women
3.52
23.3
1074
e
Total
3.42
23.5
1088
e
Student
Athletes:
Asian
3.01
22.9
1094
a
Native
American
3.43
19.0
N/A
a
Black
2.89
19.0
906
e
Hispanic
3.02
19.9
863
b
White
3.35
22.4
1043
e
Men
3.09
21.3
1001
e
Women
3.44
22.1
1029
e
Total
3.23
21.7
1013
e
The
values of N are those utilized by the NCAA Graduation Rates Report.
Those values are as follows: a. 1-5, b. 6-10, c. 11-15, d. 16-20, e.
greater than 20.
The
above data indicate that the general student body entered the University with
higher grade point averages and test scores than did the student-athletes from
the same entering classes. However,
these differences do not appear significant.
We
have been advised by NCAA membership services that in early March, we will
receive a standard form on which we will be asked to summarize additional data
for this operating principle. This
information will be available for the peer review team during their April 16-19
visit.
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3.
Compare and explain any differences between the percentages of
freshman student-athletes
receiving athletics aid who were admitted by special exception to the
institution’s standard or normal entrance requirements and the percentage of freshman
students generally who were admitted by providing these data for the three most
recent academic years. For the
student-athlete data, information should be displayed for each of the sport
groups, organized by year, and listed in the NCAA Division I Graduation-Rates
supplemental form. (Note:
Use Attachment No. 1 to compile these data.)
Response:
There
were no specially admitted student–athletes for the three most recent academic
years. (See Table No. 1 for Self-study, Attachment No. 1, Academic Standards.)
Historically, the university has defined ‘special admissions’ as the
process where those whom were denied admission to the university through regular
admissions process could appeal the decision to the Vice President of Student
Affairs (VPSA). The VPSA has the
authority to override the admissions office decision based on the unique
characteristics and situation of the appealing student.
Again, there were no special admissions granted for the three years in
question. Historically, the
university has defined ‘special admissions’ as the process by which those
who were denied admission to the university through the regular admission
process (i.e. either assured admissions or by ‘Admission With Conditions’)
could appeal the decision to the Vice President of Student Affairs (VPSA).
The VPSA has the authority to over ride the admissions office decision
based on the unique characteristics and situation of the appearing student.
Again, there were no special admissions granted to student-athletes for
the three years in question.
Admission
requirements and processes, both regular and with conditions, are published in
the University
1999-2000 General Bulletin on pages 11 -15.
(See Appendix B-1)
Response:
The
NCAA has established definitive rules and procedures for determining the
eligibility of student- athletes to
compete for and possibly receive financial aid from its individual member
schools when they transfer from either a two-year school or another four-year
school. A copy of the rules
applicable to UW and all Division I members and flow charts (both NCAA and
local) for their implementation included in Appendix A-19.
Also, since UW is a member of the MWC, it is subject to MWC rules in this
area, especially as they relate to transfer within the conference.
A copy of these rules is also included in Appendix B-2.
NCAA and MWC rules are
applied by the DIA under the supervision of Keener Fry, the Senior Associate
Athletics Director/CC. Most of the
detailed paper work is carried out by the Athletics Academic Counseling Office (AACO)
under the direction of Pete Toye, the Assistant Athletics Director for Student
Services. The sequence is as
follows:
1. Coaches provide transcripts to Pete Toye for initial evaluation prior to the prospective student athlete' s visit and/or signing. Toye evaluates for total transfer hours and GPA per NCAA and MWC guidelines.
2. Upon the student-athlete’s arrival to campus as a full time student, Keener Fry supervises the completion of all necessary NCAA and MWC eligibility paperwork.
3. Fry then provides Toye the student-athlete’s MWC Historical Form Report (student’s academic history) and a Certification of Eligibility Form (CEF) showing name, SS#, and date of initial full-time enrollment. See sample CEF in Appendix B-3.
4. Toye provides the necessary academic data for both forms and returns them to Fry. These data are taken directly from the SIS screens.
5. Fry signs the historical form and sends both forms to Janet Constantinides (FAR) for data verification and her signature on both forms.
6. Constantinides sends the historical form back to Fry and forwards the Certification of Eligibility form to the Registrar, Rebecca Macon.
7. Macon checks the data and signs the form, returning it to Fry.
8. Fry distributes a copy of the signed CEF to the respective coaches and retains a copy on file in
his office. Coaches are instructed that a student-athlete is not eligible to compete until his/her name is included on the fully executed CEF and the executed CEF is provided to the coach prior to competition.
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5.
List the step-by-step sequence of actions taken by particular individuals
on your institution’s campus to certify student-athletes’ continuing eligibility.
Identify by name and title the individual(s)
with final authority for certifying continuing eligibility.
Response:
The NCAA and the MWC have established definitive rules and procedures for determining the continuing eligibility of student-athletes. See flow chart – Appendix A-19. (Continuing eligibility rules are defined in both the NCAA Manual and the MWC Code Book.)
The NCAA and MWC rules on continuing eligibility are applied by the DIA under the supervision of Keener Fry, the Senior Associate Athletics Director/CC. Most of the detailed paper work is carried out by the AACO under the direction of Pete Toye. Once they have prepared the various internal, MWC, and NCAA forms, they are reviewed and, once accepted, signed by Janet Constantinides, the FAR. The FAR then forwards those forms to the Registrar, Rebecca Macon, for further scrutiny. Upon meeting the Registrar’s approval, the forms are signed and returned to Keener Fry for filing.
Continuing eligibility is certified in the fall of each academic year except where special circumstances
warrant mid-year certification. The following process is used:
1. The AACO calculates the UW grade point average for all student athletes and compares the UW GPA with the GPA compiled by the Office of Registration and Records (ORR). The GPA for MWC certification is to be taken directly from the student-athlete’s transcript.
2. The AACO calculates the number of degree hours earned yearly and cumulatively, using printouts from the ORR, transcripts, and the Student Degree Audit data found on the Student Information System (SIS). NCAA/MWC rules allow the use of non-degree credit math courses if taken during freshman year. As a result, the MWC conference total hours will differ from the UW total hours for student athletes who have taken such courses. These courses will not impact the UW GPA since MWC rules require them to be considered pass/fail even if they are taken as graded courses.
3. The AACO fills in continuing eligibility information for each team on the Certification of Eligibility Form (CEF) and submits the completed form to the CC to verify accuracy.
4. The CC sends the completed CEF to the FAR for review and signature.
5. The FAR sends the CEF to the Registrar for review and signature.
6. The Registrar returns the CEF to Fry for appropriate record maintenance.
7. Fry distributes a copy of the signed CEF to the respective coaches and retains a copy on file in the CC’s office. Coaches are instructed that a student-athlete is not eligible to compete until his/her name is included on the fully executed CEF and the CEF is provided to the coach prior to competition.
Beginning in the Fall 2000 semester, the MWC will require all student-athletes in their final season of eligibility to be re-certified at midyear. A GPA of 2.0 will be required of the student-athlete to be eligible for competition in the spring semester.
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6.
Please provide the institution’s official NCAA graduation-rates
report (institution’s two-page report for the three most recent academic years for which this
information is available.
Response:
The student athlete, six year graduation rates over the last three years have shown a gradual increase marked by this year’s rate which is 9 percentage points higher than the general student body’s for the 1992 freshman class. (Appendix B-4(a)-(c)). A summary of the reports follow:
Those Exhausting
All Students
Student-Athletes
Eligibility
1997 rate:
45%
37%
80%
1998 rate:
45%
41%
81%
1999 rate:
48%
57%
83%
Four
Class Average:
45%
44%
(from `99 NCAA report)
The
graduation rates for those student-athletes who complete their eligibility has
continued to increase.
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7. Review the
graduation rates for student-athletes who received athletics grants-in-aid,
various
student-athlete subgroups and for students generally during the last
three years, and comment on any trends or significant changes.
Response:
An analysis of graduation rates by subgroups for the most recent three years is included in Table 2 at the end of this section.
The most significant aspect of the graduation rate data is the 20 percentage point increase in the student-athlete graduation rate over the past three years. This year’s 57% student-athlete rate is 9 percentage points higher than the 48% general student rate and equals the highest student-athlete rate ever achieved since the inception of the current version of the NCAA Graduation Rate Report 10 years ago. The 1999 Four Class average for student-athletes is basically the same as that of the general student rate.
Essentially, the 20 percentage point graduation rate improvement over this three-year period reflects an emphasis on academics by the DIA.
The data indicate a continuing disparity in the graduation rate of black males versus white males. This discrepancy exists both in the general and the student-athlete populations. A significant disparity does not exist between black female student-athletes and their white counterparts. An 11 percentage point difference does exist in the general student body relative to black and white females.
Relative to specific sport differences, football and men’s basketball continue to reflect the greatest disparity between white and black graduation rates. Environmental fit and differences in the quality of high school preparation seem to be the two factors most contributing to the aforementioned discrepancies between white and black students and student-athletes at the University of Wyoming.
As a result of the low graduation rates for black male student-athletes, the Assistant Athletic Director for Student Services annually compiles data on the academic status of those student-athletes that did not graduate within six years.
The results indicate that most student-athletes leave for reasons unrelated to academic status. For example, of the five black student-athletes (4 FB, 1 MBB) that did not graduate from the most recent study, all were eligible to re-enroll full time when they left the university (two were on probation) and three had grade point averages higher than 2.0 (FB: 2.08, 3.17; MBB: 2.59). The data strongly suggest that the majority of student-athletes (91%), both white and black, leave for reasons other than academic.
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8. Describe the specific goal(s) that your institution has set for graduation of students generally and for graduation of student-athletes
Response:
The University of Wyoming Academic Plan, 1999-2004 states:
“The current six-year graduation rate for students who entered as full-time freshmen …is just 47 percent—an historic high-water mark. Studies of institutions like ours with students who have comparable academic and social characteristics suggests that UW should seek to graduate more than 60 percent of its students within six years.” (pp.14-15)
The University of Wyoming DIA Mission Statement states:
“The Division subscribes to high standards of academic quality and views its athletes as an integral part of the student body and, by so doing, retains a clear separation between intercollegiate athletics and professional sports.” (1999-2000 Student-Athlete Handbook, p.7)
The Director of Athletics Bulletin #1 (Appendix A-3) states an objective of the DIA is “to have the university represented by men and women whose conduct reflects credit upon the institution and who are making normal progress in degree programs with appropriate academic counseling, advisement and support”. Within this philosophy, it is the University’s goal for the graduation rate for all of its student-athletes to be 100 percent. To this end, the academic progress of each student-athlete, regardless of race or ethnicity, is closely monitored through the DIA’s Academic Counseling Unit.
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9. Please provide academic standards and policies contained in the university’s catalog/bulletin, athletics department manual, student-athlete handbook and/or institutional handbook for students. Describe exceptions, if any, to the institution’s regular academic standards and policies applicable to the general student body (e.g., good academic standing, definition of minimum full-time status) that are available to student-athletes.
Response:
There are no exceptions for student-athletes to the UW academic standards to which all students are held accountable.
University, Athletics and Mountain West Conference academic standards and policies are included in the following appendices:
University Academic Standards, published in 1999-00 General Bulletin
B-5
Athletics Academic Standards, published in 1999-00 Student-Athlete Handbook
B-6
Mountain West Conference Academic Standards, published in Mountain West
Conference Handbook B-2
Operating Principle
2.2 Academic Support. Members
of the Association have the responsibility to conduct intercollegiate athletics
programs in a manner designed to protect and enhance the educational welfare of
student-athletes and to assure proper emphasis on educational objectives.
Consistent with this responsibility, the institution shall demonstrate
that:
a. Adequate academic support services are available for student-athletes.
b. Student-athletes are encouraged and assisted in reaching attainable academic goals of their own choosing.
c. When it is determined that individual student-athletes have special academic needs, these needs are addressed.
d. The support services are approved and reviewed periodically by academic authorities outside the department of intercollegiate athletics.
Self-Study
Items
1.
Describe the academic support system available to student-athletes.
Include: (a) the specific academic support services (e.g., academic
advising services related to choice of majors for student-athletes, tutoring,
post eligibility programs, study skills) offered; (b) any policies that govern
which student can use these services; (c) the mechanisms by which
student-athletes are made aware of these services; the mechanism for periodic
review and approval by academic authorities outside athletics of these services;
and (e) any means of analyzing, explaining and addressing special academic needs
(e.g. missed class time) of student-athletes, if any are identified.
Response:
a) Academic Support Services (1999-2000 Student-Athlete Handbook (SAH), pp.52-59 – Appendix B-7)
Academic support services are offered to all student-athletes under the auspices of the DIA, Athletics Academic Counseling Office (AACO). Specific components of the University of Wyoming academic support services are:
Academic Counseling. Assistance is given to each individual in the development of a tentative class schedule to ensure the student-athletes meet the requirement of enrollment in a minimum of 12 credit hours of classes which directly apply to his/her chosen degree each semester. Each student-athlete has a specific college advisor who must approve that class schedule. Student-athletes are strongly encouraged to develop a good working relationship with their college advisor. A significant component of the academic support services is the tutorial program. A qualified staff of tutors assists student-athletes in clarifying their study material and in helping them catch up on material missed as a result of team travel. The tutors are closely monitored to assure appropriate and academically sound interactions with student-athletes. Specifically, all tutors must sign a form (Appendix B-8) acknowledging their responsibility to carry out their duties consistent with University and NCAA ethical conduct guidelines.
Study tables are mandatory for all freshmen and selected others as may be determined by the AACO and head coach. Student-athletes required to attend study tables must complete 6-10 hours per week of monitored study time. Most of this takes place in the AACO area where computer access is available.
Study skills assistance is available for those who need help in test preparation, note taking, and time-management techniques.
Each student-athlete’s academic progress is monitored during the semester for such things as attendance, current grade and class participation. Steps are taken to address deficiencies identified by the progress reports. First semester student-athletes meet weekly with an athletics counselor.
Personal Counseling. Professional counseling services are available to each student-athlete to deal with the pressures and stresses of being a student-athlete. Specialized counseling services related to substance abuse are also available to student-athletes.
Career Counseling. Career counseling is available to assist student-athletes in the important process of selecting a major that will lead to a desired career. A computerized career interest inventory program is available through the career services center on campus, and this program greatly facilitates the career/major search process. Individual appointments with career counselors are also available at the center.
Educational Programming. The DIA provides an array of educational programming for both student-athletes and division personnel. Presentations feature experts in the field and have included such topics as: nutrition, AIDS, sexually transmitted diseases, eating disorders, gambling, and race relations.
NCAA CHAMPS/Lifeskills Program. The CHAMPS/Lifeskills Program is designed to help student-athletes realize the potential for higher academic achievement, increased retention, graduation and entrance into a chosen profession, a high level of maturity, increased self-responsibility and greater overall success in school and life. A primary focus of this program is an emphasis on commitment to community service. This commitment is manifested by having student-athletes visit local schools and speak with students about life issues.
NCAA Degree Completion Program. Student-athletes who have not completed their degree programs within the five years of allowable athletically related financial aid are encouraged to apply for an NCAA Degree Completion Award. All former student-athletes continue to have access to the academic support services available within the DIA, including counseling and tutoring.
b) Policies Governing Utilization of Services. See Appendix B-7.
All student-athletes (scholarship or non-scholarship) have complete access to all services subject to space and scheduling limitations (the Rochelle Athletics Center (RAC) will address the current space limitations in the very near future). Tutors are available to all student-athletes three evenings a week in the study table area in the Fieldhouse North.
c) Notification Mechanisms
All student-athletes are informed of available athletics counseling services at individual team meetings conducted early in the fall semester. Continued assessment of individual counseling needs is done during the weekly counseling sessions conducted with all first-semester student-athletes in the fall semester. Upon receipt of semester grade reports, individual counseling sessions are scheduled as needed for any student-athlete.
d) Institutional Oversight
Oversight occurs within the division from the Director of Intercollegiate Athletics, the Senior Associate Athletics Director, and the Associate Athletics Director/Senior Women’s Administrator. External oversight is conducted by the FAR and, informally, by the Academic Integrity Sub-Committee of the Athletics Planning Committee. The Academic Integrity Subcommittee of the APC meets regularly during the academic year to review and evaluate key academic performance and support data for student-athletes. Key findings and comments are presented to the APC at its regular meetings.
e) Analysis and Attention to Special Academic Needs
Student-athletes who demonstrate significant learning difficulties are referred to an outside licensed psychologist for comprehensive assessment for learning disabilities. Those with diagnosed learning disabilities are immediately referred to the Student Educational Opportunity office where there is specialized programming to assist such students in meeting their academic goals. In addition, the unique demands of college student-athletes are recognized in the following ways:
· Progress Reports- Written requests for information relative to student-athlete academic progress are sent to faculty each semester at midterm. Grade and attendance information is requested. Information gained from these reports is used to assist the AACO in their task of quality academic support for each student-athlete.
· Authorized Absence Slips- The Office of Student Life allows the AACO to provide authorized absence slips to student-athletes engaged in out of town travel for sport purposes. The slips are stamped with the signature of the Director of the Office of Student Life, Tom Mattheus. University Regulation 713 states, “All instructors shall permit students who have official authorized absences to make up work without penalty in the classes missed.”
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2. Identify, using an organizational or flow chart, how the institution is organized to provide academic support and advising services to student-athletes (i.e., reporting lines and identification of who does what).
See Table #3, at the end of this section of the report, for the academic support and advising services flow chart.
3. Please review and comment on the student-athlete degree program information from the institution’s completed NCAA Graduation-Rates supplemental forms from the three most recent academic years, which indicates the number of student-athletes who received athletics aid (or those who were recruited if your institution does not award athletics aid) and graduated within six years, by the school, college or department from which student-athletes received baccalaureate degrees.
Response:
Although there is only a 1998 NCAA Division I Graduation-Rates supplemental form for the three most recent academic years, we have secured the information listed below from other campus sources.
A. Degree programs of student-athlete graduates in entering freshman class of 1990-91 who received athletics aid and graduated within six years (n=23)
|
Entering
Freshman
Class
90-91
|
CIP Code
|
Number of
Graduates
|
|
|
19
|
1
|
Home Economics
|
|
09
|
1
|
Communications
|
|
13
|
5
|
Education
|
|
14
|
1
|
Engineering
|
|
26
|
2
|
Biology
|
|
31
|
1
|
Parks & Recreation
|
|
43
|
3
|
Administration of Justice
|
|
52
|
8
|
Arts & Sciences
|
|
23
|
1
|
English
|
B. Degree programs of student-athlete graduates in entering freshman class 1991-92 who received athletics aid and graduated with six years (n=26)
|
Entering
Freshman
Class
91-92
|
CIP
Code
|
Number
of
Graduates
|
|
|
09
|
1
|
Communications
|
|
13
|
7
|
Education
|
|
14
|
3
|
Engineering
|
|
43
|
1
|
Administration of Justice
|
|
45
|
1
|
Liberal Arts
|
|
51
|
1
|
Physical Education
|
|
52
|
5
|
Arts and Sciences
|
|
19
|
2
|
Home Economics
|
|
23
|
1
|
English
|
|
26
|
2
|
Biology
|
|
31
|
1
|
Parks & Recreation
|
|
42
|
1
|
Psychology
|
C. Degree programs of student-athlete graduates in entering freshman class 1992-93 who received athletics aid and graduated within six years (n=29)
|
Entering
Freshman
Class
92-93
|
CIP
Code
|
Number
of
Graduates
|
|
|
23
|
1
|
English
|
|
6
|
6
|
Agriculture
|
|
19
|
1
|
Home Economics
|
|
9
|
2
|
Communications
|
|
13
|
5
|
Education
|
|
14
|
3
|
Engineering
|
|
26
|
1
|
Biology
|
|
42
|
2
|
Psychology
|
|
45
|
4
|
Liberal Arts
|
|
51
|
3
|
Physical Education
|
|
43
|
1
|
Administration of Justice
|
The data indicate a broad distribution of majors chosen by
student-athletes. There is no trend of a significant number of student-athletes choosing a particular major over
another.
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Operating Principle
2.3. Scheduling. It is a principle of the Association to ensure that, in the conduct of intercollegiate athletics, student-athletes have sufficient time for their academic programs. In accordance with this principle, the institution shall demonstrate that written policies are established in all sports to minimize student-athletes conflicts with class time and/or final examination periods due to participation in intercollegiate athletics, consistent with the provisions of Constitution 3.2.4.12.
Self-Study Items
1. Describe the institution’s policies related to the scheduling of intercollegiate athletics competitions and practices that minimize interference with class time and examination periods.
Response:
UW strives to schedule intercollegiate athletics competitions and practices to minimize interference with class time and examination periods, and counselors aid individual students in developing class schedules to further minimize conflicts. Competitions are scheduled to minimize interference with class meeting times, however, travel to competitions will occasionally require student-athletes to miss class. The director of intercollegiate athletics has stressed that there be no competitions involving travel during final examinations, and, with rare exceptions, this policy is strictly enforced. Any home contest conflict must be approved by the president or his designee. Schedules for competitions in all sports are approved by athletics management. Refer to Operating Principle 4.1, Self-Study Item 2.5.
2. Describe procedures used by the institutions to monitor missed class time for
student-athletes.
The athletics academic counselors monitor student-athlete class attendance on a weekly basis during the semester. They send attendance reports to faculty members who then document attendance patterns and return the form to the academic counseling office. Any extensive absences noted for particular student-athletes are followed up with the respective coach and student-athlete.
In addition, coaches for the particular sports monitor class attendance for their student-athletes by observing classes and requiring student-athletes to document their class attendance assignments etc. with their applicable assistant coach.
3. Analyze, explain and address missed class time.
In our monitoring of missed class time, we have noted no situations of excessive absences by the student-athletes that continue to make satisfactory progress toward a degree. On occasion, a student-athlete, who does not have intentions of remaining at the University, may begin to miss a number of classes and choose to underachieve academically during their last semester. When these situations occur, our academic counselors and/or coaches meet with the student-athletes and advise them of the negative consequences of choosing not to regularly attend class. Continued disregard for attending classes has resulted in the cancellation of scholarship aid in future semesters including summer school and fifth year aid.
Evaluation and Plan for Improvement
2.1
Academic Standards
If Currently
No, Indicate
Plan For
Currently
Found On
Currently Improvement
Yes
Page(s)
No
Number .
Does the institution demonstrate
that:
a.
The institution admits only stu-
dent-athletes
who have reasonable
expectations
of obtaining academic
degrees?
(1)
If the academic profile of
entering student-athletes, as a
whole or for any student-athlete
subgroup, is significantly lower
than that of other student-athlete
or comparable student-body
groups, the contrast is analyzed
and explained by appropriate
institutional authorities?
___4____
25
_______
_________
(2)
If the graduation rate of stu-
dent-athletes, as a whole or
any student-athlete subgroup,
is significantly lower than that
of other student-athletes or
comparable student-body groups,
this disparity is analyzed, explained
and addressed (through specific
plans for improvement) by
appropriate institutional
authorities?
____4___
_28-29___ _______
_________
b.
Academic standards and
policies
applicable to student-
athletes are
consistent with
those adopted
by the institution
for the
student body in general
or the
NCAA’s standards, which-
ever are
higher?
____4___
_24-25___ _______
__________
& 29-30
c.
The responsibility for admission,
certification
of academic standing
and evaluation
of academic per-
formance of
student-athletes is
vested in the
same agencies
that have
authority in these mat-
ters for
students generally?
____4___
24-25 & 26-28 _ _______
__________
Yes
No
On the basis of the yes/no
answers above, is the institution in
substantial conformity with Oper-
ating Principle 2.1 (Academic
Support)?
____4___
_______
2.2 Academic Support
If Currently
No, Indicate
Plan For
Currently
Found On
Currently Improvement
Yes
Page(s)
No
Number .
Does the institution demonstrate
that:
a.
Adequate academic support ser-
vices are
available for student-
athletes?
____4___
__32-34__ _______
__________
b.
Student-athletes are encouraged
and assisted
in reaching attainable
academic goals
of their own
choosing?
____4___
__32-34__ _______
__________
c.
When it is determined that stu-
dent athletes
have special acad-
emic needs,
these needs are
addressed?
____4___
___34___
_______
__________
d.
The support services are approved
and reviewed
periodically by
academic
authorities outside
the department
of intercollegiate
athletics
____4___
___34___
_______
__________
Yes
No
On the basis of the yes/no
answers above, is the institution
in substantial conformity with
Operating Principle 2.2 (Academic
Support)?
____4___
_______
Plan for Improvement 2.2-A
While the institution is in substantial conformity with
Operating Principle 2.2, it is recommended that the following Plan for
Improvement be implemented.
2.3 Scheduling
If Currently
No, Indicate
Plan For
Currently
Found On
Currently Improvement
&nbs