National Collegiate Athletic Association
NCAA News Archive - 2007
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FARs ready to walk well-being talk
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By Dennis Leighton
Faculty Athletics Representatives Association
Faculty Athletics Representatives Association
The following is the last of three articles addressing portions of the recent report of the Presidential Task Force on the Future of Division I Intercollegiate Athletics from a faculty athletics representative’s perspective, resulting from a discussion by the Faculty Athletics Representatives Association’s executive committee. This third installment focuses on Chapter 4 of the report, titled “Celebrating the Student-Athlete.”
Of all that we do in intercollegiate athletics, isn’t celebrating the student-athlete what it’s all about? Isn’t the student-athlete the one and only reason that intercollegiate athletics, and therefore the NCAA, exists? While this might seem a point of universal agreement, if one closely examines intercollegiate athletics in recent history, some might believe that what we say is quite different from what we do.
In Part 1 of this series (April 9 issue of The NCAA News), Alan Hauser examined fiscal responsibility and invited us to consider that the financial aspect of athletics needs to be better controlled at many of our larger institutions. In Part 2 (May 7 issue of the News), Lorrie Clemo reminded us that we need to reintegrate athletics and academics, so as not to forget that athletics is only a part of a complex academic system. In Part 3, we pose the question — are we doing the right things at our institutions to maximize the college experience for student-athletes?
The Presidential Task Force notes that student-athlete well-being is clearly defined as the educational and physical best interests of the student-athlete, not the outcomes of the games. The Faculty Athletics Representatives Association executive committee recommends that the definition of “well-being” be further defined to include the emotional and social best interests, as well. Are we putting all of these factors first when we consider what is best for athletics and student-athletes on our campuses?
The Task Force recommends a student-athlete agenda that promotes academic success, access to education through financial aid, and the assimilation of student-athletes into campus life. Can we, as faculty, effect changes that will further this agenda?
The academic success of our student-athletes is paramount. Recent academic reforms in Division I, such as the APR and its consequent penalty system, have shown gains in retention and graduation rates. While it’s too early to make long-term predictions, early data indicate that the reforms are leading to positive outcomes. These reforms should be supported, with changes made in coming years to fine-tune the systems. For example, the progress-toward-degree rules may be negatively impacting the ability of student-athletes to change majors or to transfer. Small changes in the system could easily allow the mobility of students between institutions and departments. The same mobility easily available to all students should also be available to our student-athletes.
All faculty, led by the FAR, must assess and promote change on our campuses to ensure academic success. FARA fully supports the principle that athletics academic advising must report to the academic officer who oversees all academic advising. These advising systems vary between and within our institutions, so it is important that the FAR, academic advising officer and athletics personnel work together to create a system that is independent of athletics, while at the same time maintaining reporting lines between academics and athletics. It is neither appropriate nor desirable that athletics be out of the loop. The recent academic reforms hold athletics departments responsible for the academic success of student-athletes, and the departments must know where the problems are, so changes can be implemented to promote success.
The role of the faculty, led by the FAR, is to help to create the structure and oversight of the advising system. Further, the FAR can inform the academic advisors and the general faculty of NCAA and conference rules related to academic progress. The full integration of athletics and academics will happen when the faculty and the coaches know and respect each other’s roles.
The Task Force also calls for access to education through financial aid. While the area of financial aid is generally not as closely monitored by the faculty, it is an important part of student-athlete well-being. The recommendations of the Task Force are appropriate and supported by FARA. It is important that each student-athlete is treated fairly and equitably. Measures must be in place such that any student-athlete has reasonable access to the financial aid necessary, including beyond athletics scholarships, to obtain a quality education.
Finally, the Task Force calls for the assimilation of student-athletes into campus life. That is an area in which the FARA executive committee feels all faculty can have a greater role, and where improvements can be made.
One must ask if the current NCAA legislation supports student-athlete well-being. The most important piece of legislation in place to support well-being might be the 20-hour rule — the weekly hourly restriction on athletics participation. The Division I Student-Athlete Advisory Committee has questioned whether that rule is working. The rule is abused by things such as “voluntary” workouts (no such thing, the students claim) and the perceived lack of enforcement. Student-athletes feel uncomfortable reporting abuse of the rule, as they fear possible retribution from their coaches.
The FARA executive committee recommends that FARs make spot checks of teams during the season by checking in with student-athletes. In addition, methods of confidential reporting should be in place within our athletics departments and with our FARs. If each institution keeps required athletics activities to a reasonable level, student-athletes are more likely to have the time to enjoy a full collegiate experience.
Other factors also can lead to a fuller collegiate experience. FARA suggests that athletic training tables and athletics dorms serve to isolate student-athletes from the general student population. These practices should be assessed at our institutions to be sure they best meet the needs of the student-athletes. The scheduling of contests should include input from the FAR and other academic officers to be sure that missed class time is kept to a minimum. Creative sport seasons and scheduling could be beneficial. For example, perhaps a split season in spring sports like baseball and softball could alleviate the difficulty of completing enough games for northern schools.
Student-athlete well-being cannot be overemphasized. Everyone with the potential to effect positive change must work together to better serve the student-athlete. It begins with a reminder that academic institutions exist for the academic experience, and that this experience comes from the faculty. Athletics can be an important part of the student’s overall collegiate experience, but not in isolation of academics and campus life. Therefore, it is critical to the success of intercollegiate athletics that athletics personnel, especially the AD and the academic faculty, led by the FAR, gain better understanding and respect for each other’s role. That can only lead to improved experiences for our student-athletes in all aspects of their lives.
Dennis Leighton is the faculty athletics representative at the University of New England and president of the Faculty Athletics Representatives Association.
Of all that we do in intercollegiate athletics, isn’t celebrating the student-athlete what it’s all about? Isn’t the student-athlete the one and only reason that intercollegiate athletics, and therefore the NCAA, exists? While this might seem a point of universal agreement, if one closely examines intercollegiate athletics in recent history, some might believe that what we say is quite different from what we do.
In Part 1 of this series (April 9 issue of The NCAA News), Alan Hauser examined fiscal responsibility and invited us to consider that the financial aspect of athletics needs to be better controlled at many of our larger institutions. In Part 2 (May 7 issue of the News), Lorrie Clemo reminded us that we need to reintegrate athletics and academics, so as not to forget that athletics is only a part of a complex academic system. In Part 3, we pose the question — are we doing the right things at our institutions to maximize the college experience for student-athletes?
The Presidential Task Force notes that student-athlete well-being is clearly defined as the educational and physical best interests of the student-athlete, not the outcomes of the games. The Faculty Athletics Representatives Association executive committee recommends that the definition of “well-being” be further defined to include the emotional and social best interests, as well. Are we putting all of these factors first when we consider what is best for athletics and student-athletes on our campuses?
The Task Force recommends a student-athlete agenda that promotes academic success, access to education through financial aid, and the assimilation of student-athletes into campus life. Can we, as faculty, effect changes that will further this agenda?
The academic success of our student-athletes is paramount. Recent academic reforms in Division I, such as the APR and its consequent penalty system, have shown gains in retention and graduation rates. While it’s too early to make long-term predictions, early data indicate that the reforms are leading to positive outcomes. These reforms should be supported, with changes made in coming years to fine-tune the systems. For example, the progress-toward-degree rules may be negatively impacting the ability of student-athletes to change majors or to transfer. Small changes in the system could easily allow the mobility of students between institutions and departments. The same mobility easily available to all students should also be available to our student-athletes.
All faculty, led by the FAR, must assess and promote change on our campuses to ensure academic success. FARA fully supports the principle that athletics academic advising must report to the academic officer who oversees all academic advising. These advising systems vary between and within our institutions, so it is important that the FAR, academic advising officer and athletics personnel work together to create a system that is independent of athletics, while at the same time maintaining reporting lines between academics and athletics. It is neither appropriate nor desirable that athletics be out of the loop. The recent academic reforms hold athletics departments responsible for the academic success of student-athletes, and the departments must know where the problems are, so changes can be implemented to promote success.
The role of the faculty, led by the FAR, is to help to create the structure and oversight of the advising system. Further, the FAR can inform the academic advisors and the general faculty of NCAA and conference rules related to academic progress. The full integration of athletics and academics will happen when the faculty and the coaches know and respect each other’s roles.
The Task Force also calls for access to education through financial aid. While the area of financial aid is generally not as closely monitored by the faculty, it is an important part of student-athlete well-being. The recommendations of the Task Force are appropriate and supported by FARA. It is important that each student-athlete is treated fairly and equitably. Measures must be in place such that any student-athlete has reasonable access to the financial aid necessary, including beyond athletics scholarships, to obtain a quality education.
Finally, the Task Force calls for the assimilation of student-athletes into campus life. That is an area in which the FARA executive committee feels all faculty can have a greater role, and where improvements can be made.
One must ask if the current NCAA legislation supports student-athlete well-being. The most important piece of legislation in place to support well-being might be the 20-hour rule — the weekly hourly restriction on athletics participation. The Division I Student-Athlete Advisory Committee has questioned whether that rule is working. The rule is abused by things such as “voluntary” workouts (no such thing, the students claim) and the perceived lack of enforcement. Student-athletes feel uncomfortable reporting abuse of the rule, as they fear possible retribution from their coaches.
The FARA executive committee recommends that FARs make spot checks of teams during the season by checking in with student-athletes. In addition, methods of confidential reporting should be in place within our athletics departments and with our FARs. If each institution keeps required athletics activities to a reasonable level, student-athletes are more likely to have the time to enjoy a full collegiate experience.
Other factors also can lead to a fuller collegiate experience. FARA suggests that athletic training tables and athletics dorms serve to isolate student-athletes from the general student population. These practices should be assessed at our institutions to be sure they best meet the needs of the student-athletes. The scheduling of contests should include input from the FAR and other academic officers to be sure that missed class time is kept to a minimum. Creative sport seasons and scheduling could be beneficial. For example, perhaps a split season in spring sports like baseball and softball could alleviate the difficulty of completing enough games for northern schools.
Student-athlete well-being cannot be overemphasized. Everyone with the potential to effect positive change must work together to better serve the student-athlete. It begins with a reminder that academic institutions exist for the academic experience, and that this experience comes from the faculty. Athletics can be an important part of the student’s overall collegiate experience, but not in isolation of academics and campus life. Therefore, it is critical to the success of intercollegiate athletics that athletics personnel, especially the AD and the academic faculty, led by the FAR, gain better understanding and respect for each other’s role. That can only lead to improved experiences for our student-athletes in all aspects of their lives.
Dennis Leighton is the faculty athletics representative at the University of New England and president of the Faculty Athletics Representatives Association.
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