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Steve Chen & William Salazar.Morehead State University
2009 AAHPERD ConventionTampa, Florida
NCAA 101: Institutional Control and Academic Integrity for AN NCAA self-study
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Overview of the intercollegiate athletics Issues and concerns of today’s
intercollegiate sports The need of the NCAA certification
process The procedures of the NCAA
certification process Sharing the best practices Hands-on experience
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A large component of the sport industry of North America
More than a 1280 colleges and universities offer intercollegiate sport
Despite some schools dropping programs, consumer attraction continues to grow
Paradoxical appeal—Collegiate athletics are exciting in nature but wrought with problems
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Academic fraud Recruiting violations A “Must Win at all cost” philosophy Commercial and profit-driven Substance abuse + deviant behaviors Gender inequity Diversity issues in coaching and
recruiting Other
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In your opinion, is the popularity of intercollegiate sports in North America a healthy component for our educational system?
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The basic purpose of this association is to maintain intercollegiate athletics as an integral part of the educational program and the athlete as an integral part of the student body and, by doing so, retain a clear line of demarcation between intercollegiate athletics and professional sports. (NCAA Manual)
The Need of the NCAA Certification
Process (I)Mission of the National Collegiate Athletic Association (NCAA):
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The Need of the NCAA Certification
Process (II)
*At least seven sports for men and seven for women (or six for men and eight for women). At least two team sports for each gender. *Contest and participant minimums for each sport & scheduling criteria (both on and off the court)
*Minimum and maximum financial aid awards for each sport. (NCAA Manual 2004-05)
NCAA Division-I Athletic Programs
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Issues of NCAA financial issues
Dilemmas with the issue of amateurism
Conflicts in integrity and philosophy of the programs
The Need of the NCAA Certification Process
(III)
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Began in 1993 (5 years cycle)
Purpose to hold Division I institutions accountable for athletics operations.
Governance and rules compliance; academic integrity; fiscal integrity; equity, welfare, and sportsmanship
Eliminated fiscal operating principle for 2nd cycle (1999).
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Self-awareness
Affirmation
Opportunities to improve
Benefits
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Step No. 2 Institution develops self-
study report.
Step No. 1 Orientation
videoconference and institution begins self-study
process (Sept-Nov).
Report developedSeptember - April
Step No. 3Self-study report submitted
via ACS May 1, 2007.
Step No. 4 NCAA staff liaison reviews report for preliminary issues.
May 1 – June 30
Step No. 5Full committee (CAC) reviews self-study report and approves
issues.
July 15 – August 15
Step No. 6 Institution has option to respond to CAC analysis.
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Step No. 7Peer-review team conducts
campus visit (Sept 15 – Dec) and writes report on Web-
based system
September 15 - December
Step No. 8 Peer-review team report styled at NCAA office.
October - January
Step No. 10 CAC deliberates and issues a final
decision for all institutions.
Step No. 9 PRT report sent to the president
or chancellor for response on Web-based system
February 2008
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18 members• College presidents (N = 4)• Athletics administrators (N = 10)• Faculty athletics representatives (N = 2)• Conference administrators (N = 2)
From the NCAA:Committee on Athletics Certification
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Assist institutions in identifying mechanisms to ensure intercollegiate athletics programs are operating to their fullest potential.
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•Maximum of four members.•Chaired by a president or chancellor whenever possible.•Random selection approved by committee.•Will not include peer-reviewers with potential conflicts of interest.
A Typical Peer-Review Team
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• Verifying Accuracy of the self-study.
• Verifying Broad-based participation.
• Evaluating Conformity with the operating principles.
Responsible for:
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Steering Committee Self-Study Subcommittees Campus Liaison Chief Report Writer NCAA staff Student-Athlete & Student
Government Representatives
From the Reviewed Institution:
Other Players in Certification
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Certified
Certified with Conditions
Not Certified
Three Levels of Responses:
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Clarifies expectations for each operating principle.
Brings more consistency to the process.
Used by institutions, NCAA staff, peer-review teams and the committee.
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Stand-alone and in writing Broad-based campus participation Issues/problems Measurable goals Steps to achieve the goals Specific timetable(s) Individuals/offices responsible for carrying
out the specific actions Institutional approval
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The Steering Committee & Subcommittees:
• Governance and Rules Compliance 9 members
• Academic Integrity 9 members
• Equity and Student Athlete Welfare 8 members
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Foci of AI Subcommittee: 2 Operating Principles: Standards & Support
• Previous strikes (first cycle)• Admission process
Standards Differences
• Clarification of eligibility Initial stage Continual stage
• Graduation rates
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Foci of AI: (Continued)
• Publications of academic standards and policies Location Clarity
• Monitoring athletes’ missed class time • Scheduling and practice time• Support in tutoring, advising, & skill training
Availability Consistency
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Based on 2 operating principles
• Academic Standards: 6 points Policies, graduation rates & evaluations
• Academic Support: 7 points Program availability, communication, special
needs, and review
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Inconsistent standards Deficiency of athletes’ graduation
rates Gender and ethnic inequities Lack of appropriate records Insufficient support in academics,
tutoring, career finding, etc. Inconsistency in communication
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Category Admission Scores
Graduation Rate
Ethnicity
Male (Overall)
Male (Athletes)
Female (Overall)
Female(Athletes)
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Program Area Scholarship Evaluation
Issues low numbers for women
Lack of records
Measurable Goals
Steps to Achieve
Person in Charge
Timetable
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Questions?