Having served for four years in a limited capacity as a faculty athletics representative, I thought a trip to the Faculty Athletics Representative Association (FARA) meeting in New Orleans last fall was eye-opening and inspirational. Organizers should be credited for their successful effort in orientating new or "newly active" faculty representatives to FARA and FARA's connection to the broader NCAA structure.

My reaction to the tightly packed two-day meeting could be described as an "informational bombing with a user-friendly delivery system." The large group orientation session that provided detailed visual and narrative descriptions of the role of the faculty representative was anxiety-provoking enough to make me think that if all of the essential responsibilities of a faculty representative were truly carried out, a good night's sleep might be reduced to a mere four hours or so. My fears were mitigated during the division breakout sessions where seasoned faculty representatives eased my qualms by providing a casual arena to discuss the actual activities performed by faculty representatives. These activities ranged from rudimentary duties to meaningful opportunities for career development.

From those discussions I was inspired to develop the following "Creed for Faculty Athletics Representatives," which summarizes the more detailed descriptions and advice that was discussed in my division grouping.

* Remember first and foremost that serving as a faculty athletics representative is a multifaceted relationship among you, the student-athletes, faculty, athletics personnel, chief administrators, spectators and the NCAA. It is your role to work at preserving these relationships. Maintaining a positive working relationship will lead to innovative ideas, increased commitment and a more satisfying and rewarding role as faculty athletics representative.

* Let your student-athletes know they are important to you. Take time to develop channels for systematic feedback. Practice active listening by engaging in informal discussions, quality circles, recognition ceremonies or conducting exit interviews with student-athletes. Use these process evaluations to generate programmatic change and development.

* Provide clear, accurate information. If you are uncertain, find the correct answer. The NCAA provides reference materials, information networks and training opportunities -- an almost unending amount of support services to ensure that questions are answered correctly. Make a commitment to provide the information accurately.

* Remember that what counts the most is what is best for the student-athlete. What may be best for the faculty member, the athletics department or the institution may not always be congruent with the student's athletics, academic or career plans, or a healthy lifestyle. Offer balanced perspectives, with the student's welfare always being the primary motivating factor in consultations and decision-making.

* Link with other faculty athletics representatives. Remain active in athletics conference meetings, FARA and NCAA meetings, as well as other sectors of the academy, such as advising, student services, health services, leadership training and career planning. Your perspectives on student-athletes could serve to help others more fully recognize the value of physically and mentally stimulating challenges in the academic community.

For me, those five principles capture the basic practices that define the role. I am grateful to my fellow FARA colleagues who provided the mentoring and motivational energy that has resulted in an inspired "new" member. I would encourage other college and university presidents to send their representatives to the FARA meeting as well. The rewards are far greater than the minor investment made to ensure a faculty voice in the NCAA.

Lorrie Clemo is the faculty athletics representative at the State University College at Oswego.