Intercollegiate athletics may be the single-most important educational activity available to undergraduates who see college as a way to prepare for a professionally rewarding career, regardless of field and not necessarily in sports. Unfortunately, the public and some faculty, administrators and students (including student-athletes) sometimes don't see it that way.

In reality, though, intercollegiate athletics is the best career preparation program on campus because it provides many of the skills most employers want. For example, the Web site for the student-services section of the Syracuse athletics department, which hopefully is similar to other programs around the country, says:

"The demands of being both a student and an athlete sometimes leave little time for getting job experience. What the athlete needs to realize is that participation in Division I athletics is very similar to holding a job. Athletes learn skills that can be transferred to any job situation."

The Web site also notes the following attributes that employers are seeking:

Time management

Teamwork

Goal-oriented behavior

Competitiveness

Confidence

Persistence/endurance

Loyalty

Discipline

Taking criticism

Dealing with setbacks

Leadership

Flexibility/adaptability

No one can argue with this list. It emphasizes the work ethic and personal qualities that are in short supply in the work force. However, the list is limited because of space. Syracuse programs and other programs around the country help student-athletes develop many more skills valued by employers beyond those listed above.

Employers place high on their list additional skills that athletes are given the opportunity to develop as a result of their daily tasks. They include the following:

Money management. It's not easy to teach, even to adults, if the mounting consumer debt and bankruptcies in the United States are any indication. Student-athletes have to watch their money even more carefully than most students since time demands placed on student-athletes often restrict their employment opportunities.

Personal communication. Conversing one on one is a critical but often overlooked skill. Teamwork is based on this skill, but it has value in many other contexts.

Public speaking. Presenting to groups will be required of most professionals in any field. Student-athletes as they develop their leadership skills will frequently have the opportunity to do so.

Instruction. Teaching skills are required for any professional position. As juniors and seniors work with freshman and sophomores, they can develop these skills. Mentoring, after all, is teaching.

Organization. Keeping and using records are part of athletes' activities as they try to improve their own, as well as their team's, performance.

Applying basic math and statistics. Using numbers and graphs to look at performance is commonplace and part of understanding any game.

Detail awareness. Paying attention to detail is one of the most critical but overlooked skills required in the business world. Athletes also have to pay attention to detail to comply with eligibility rules.

The skill areas listed above are concrete. Athletes also practice "higher level" analytical skills. Liberal arts advocates rightly claim that their programs teach "critical thinking." I define "critical thinking" as gathering and applying information, evaluating actions and policies, and problem-solving. Isn't that what good athletes do on the playing field and in preparation for games?

While intercollegiate athletics programs already build skills employers want, there is still room for improvement.

First, many student-athletes do not appreciate the educational value of their experiences. They do not see that the discipline and work effort required to win a starting position on their team also is required to develop as a professional in any field. Some student-athletes assume that failing to accept the responsibilities of their position as a student-athlete is not going to hurt them when job-hunting and performing professionally once they land a job. If they learn from their failure, they will be on their way for a rewarding career. If it becomes a bad habit, they are in for a dismal future.

Also, program staffs should be more focused on career preparation in the programming they offer. As previously noted, employers value many other skills that could be highlighted as benefits of being a student-athlete. In addition, program staffs could add requirements such as maintaining a spreadsheet on activities and schedules, submitting grammatically correct written material and keeping statistics on their own performance. Students who participate in community service and leadership programs sponsored by the athletics department could be held to high standards in their participation.

One suggestion would be to change the name of those programs from "life skills" to "professional competencies." Life skills is what they are, but student-athletes and faculty will take more seriously professional competencies and the intent of the activities will be clearer to both staff and student-athletes.

Finally, athletics administrators need to provide advising and support that help student-athletes plan their four years to both satisfy academic requirements and develop all of the skills required for a professional career. Academic advice should point to those courses where key skills can be developed (for example, applied statistics). Non-course advice should cover internships and community service as well as a variety of student activities.

Even without these improvements, intercollegiate athletics programs should be viewed as playing a central role in preparing student-athletes for a professional life in any field. With more attention paid to the potential for professional development, even third-stringers would realize that they are going to be a "pro" someday.

Bill Coplin is a professor of public policy at the Maxwell School and the College of Arts and Sciences of Syracuse University and author of "Ten Things Employers Want You to Learn in College" (Ten Speed Press, 2003). He can be reached at wdcoplin@syr.edu.