An Analysis of Support Services for Student-athletes Attending Division I Institutions of Higher Education PDF Download

Author: Paul Raymond Swann
Publisher:
ISBN:
Category : College athletes
Languages : en
Pages : 0

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Author: Kristina M. Navarro
Publisher: Routledge
ISBN: 1351743155
Category : Education
Languages : en
Pages : 182

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Book Description
In Implementing Student-Athlete Programming, scholar-practitioners provide an approachable and comprehensive overview of how to design, implement, and sustain best practices in the growing area of student-athlete development. Exploring research approaches and critical frames for thinking about student-athlete programming while covering topics such as the current context, challenges, programmatic approaches to support, and trends for the future, this resource also highlights programs that are effective in supporting students to success. This book provides higher education practitioners with the tools they need to effectively work with student-athletes to not only transition to college, but to develop meaningful personal, social, career, and leadership development experiences as they prepare for the transition to life after sport.

Author: John A. Burton
Publisher:
ISBN:
Category : College athletes
Languages : en
Pages : 252

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Author: George J. Kostelis
Publisher:
ISBN:
Category : College athletes
Languages : en
Pages : 58

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Book Description
How do additional support services impact student-athletes? Support services include, but not limited to, course selections; monitoring attendance and degree progress; study halls and tutors; priority registration; and peer mentors. Over the years there have been changes in the National Collegiate Athletic Association (NCAA) academic regulations, such as examining the academic performance rate (APR) and the graduation success rate (GSR), which have resulted in an increased focus and attention placed on providing support for student-athletes. Gaston-Gayles (2003) noted academic advising services are available to all students, yet student-athletes are purposely exposed to it. The current study examined the academic support services available to both students and student-athletes in the Department of Physical Education and Human Performance at Central Connecticut State University. Participants (N=96) completed a modified version of the NCAA National Association of Academic Advisors for Athletics (N4A) Survey (NCAA, 2009) that assessed the proportion of time students and student-athletes used the available academic support services. Demographic information was collected to determine the major and athletic status of the participants. Among all the academic support services provided, study hall, priority registration, and access to the computer laboratories were different among students and student-athletes. Similar results were found by the NCAA (2009). Examining a broader population of students in various majors is warranted. Additionally, further examining students' perception of academic pathways is needed to better understand the impact of academic support services.

Author: Alyssa A. Frezza
Publisher:
ISBN:
Category : College athletes
Languages : en
Pages : 324

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Book Description
Although very few college athletes ever enter the professional world of athletics, they remain more focused on their athletic performance than on their academic achievement (Comeaux, 2013; Lawrence, Ott, & Hendricks, 2009; Ridpath, 2010). College athletes who attend Division I, II, and III institutions receive numerous resources to succeed academically, including academic advisement, tutoring, and early class enrollments (Burns, Jasinski, Dunn & Fletcher, 2013; Carodine, Almond, & Gratto, 2001; Kelo, 2005; Ridpath, 2010). These resources cannot, however, offset criticism regarding their continued poor academic performance (Feinberg, 2009). The following research questions guided this study: 1. Are there differences in which academic services are most commonly offered with respect to Division status? 2. What is the relationship between academic support services and the following demographic variables: institution type (public vs. private), Division (I, II or III), years of advising experience and gender? 3. How do academic advisors perceive the academic advising process for Division II and III college athletes? This multiphase, sequential, mixed methods study (qualitatively dominant) included academic advisors from Division I, II and III institutions, drawn from two national associations (N4A and NACADA). Phase I consisted of N=2 elite informant interviews; Phase II administered a survey questionnaire with N=165; Phase III consisted of N=7 semi-structured interviews purposefully selected from Phase II. Phase IV administered a reflective questionnaire (N=9). Boyatzis’ (1998) thematic analysis approach was applied to Phases I, III, and IV data. The researcher utilized SPSS to conduct descriptive statistics, t-tests, and one-way analysis of variance followed by Scheffe’ post-hoc tests for Phase II. Statistically significant relationships were found between academic advisors and student athlete relationships and by institution type, number of academic services offered by division, and in the offering of Special Academic Orientation Programs. No statistically significant findings were round between mails and females. Qualitative results generated four themes: a) resources and partnerships, 2) central hub of communication, 3) teaching skills for success and 4) accountability. Connected findings suggest that advisors empower and support advisees in numerous ways. This study may inform institutions to better serve college athletes with academic advising and support services

Author: Daniel B. Kissinger
Publisher: Information Age Pub Incorporated
ISBN: 9781607521402
Category : Education
Languages : en
Pages : 241

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Not Provided.

Author: Dinur Blum
Publisher: Springer Nature
ISBN: 3030613267
Category : Education
Languages : en
Pages : 156

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Book Description
This book challenges existing literature on student-athletes and examines the obstacles student-athletes face with respect to academic achievement in college. Blum includes excerpts from in-depth, semi-structured interviews with US student-athletes, coaches, academic advisors, and learning specialists to provide insights on how student-athletes define success academically, athletically, and professionally. He also identifies the challenges student-athletes face inside and outside of the classroom and how they can be helped in achieving academic success.

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 586

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Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 130

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Book Description
A study was conducted to examine the type of academic support provided to student-athletes at the Division 1 level. Although the National Collegiate Athletic Association (NCAA) requires all academic institutions to provide academic advising services to student-athletes, universities have a great deal of autonomy in deciding how to provide these services. At the present, little research exists on how universities provide academic support to student-athletes. A mixed-methods online survey was sent to academic support staff members at 47 institutions affiliated with the American Athletic Conference (AAC), Atlantic Coast Conference (ACC), Big South Conference, and the Colonial Athletic Association (CAA). This survey aimed to better understand: 1) the demographics of academic support staff, 2) the challenges academic support staff face in promoting academic integrity, 3) the characteristics of the student-athletes they support, 4) the attitudes of faculty and staff they work alongside, and 5) how often incidences of academic fraud are reported to universities' compliance departments. Results indicated that the majority of respondents felt that student-athletes were both academically prepared for higher education and committed to their academic pursuits. They also reported that faculty and staff view the work ethic of student-athletic favorably and are willing to provide assistance to student-athletes who may miss class due to athletic obligations. Not surprisingly, disparities exist by conference in the resources available for academic support and the satisfaction with these resources, and reported cases of academic fraud are relatively small (25%). Future research should focus on the student-athletes and/or faculty and staff at these same institutions to determine if these findings are consistent among all groups.

Author: Eddie Comeaux
Publisher: IAP
ISBN: 1681230267
Category : Education
Languages : en
Pages : 176

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Book Description
Making the Connection: Data-Informed Practices in Academic Support Centers for College Athletes is practical and ideal for those who seek to use research to inform their individual and organizational practices. This volume is primarily intended for upper-level undergraduate and graduate students, though scholars, researchers, teachers, practitioners, coaches, athletics administrators, and advocates of intercollegiate athletics will also find it useful. It comprises a series of chapters that cover a wide range of evidence-based approaches designed to enhance the practices of those who work closely with college athletes. Given the breadth of the field overall, this single volume is not exhaustive, but the current concerns, challenges, and themes of relevance to higher education researchers, practitioners, and others are well addressed. The intent of the text is to spark conversation about how college and university constituents can reframe their thinking about the importance of innovative research to careful, informed practice. Likewise, the contributors hope that it will inspire greater awareness and action among practitioners, as well as advance scholarship in the area of athletics. Each chapter includes current research, and in some cases theoretical perspectives, which should assist practitioners enhance the well-being of college athletes. Each chapter also offers guided discussion questions that are ideal for use as the basis of further conversation in the classroom setting. Adopters of this text will benefit from leading voices in the field who delve into complex issues, shedding new light and presenting unique opportunities for understanding a diversity of perspectives on evidence-based practices in support centers for athletes. In all, this volume provides a rich portrait of data-driven practices designed to assist practitioners and others who work closely with college athletes, and lays the groundwork for an ambitious and long overdue agenda to further develop innovative research that informs the practices of athletics stakeholders and improves the quality of experiences for college athletes.