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ACADEMIC SUPPORT SERVICES REPORT

March 2010

Purpose of Evaluation. The purpose of this evaluation is to provide recommendations that can improve the overall effectiveness of the institution's academic support services for student-athletes. The evaluation is not intended to be an investigation or an audit. As required by the NCAA Division I Committee on Athletics Certification, this evaluation includes a review of the eight required areas only. The following areas were evaluated: 1. Academic counseling and/or advising resources and services; 2. Tutoring; 3. Academic progress monitoring and reporting; 4. Assistance for student-athletes with special academic needs; 5. Assistance for at-risk student-athletes; 6. Academic support services facilities; 7. Academic evaluation of prospective student-athletes; and 8. Student-athlete degree selection. 9. Success Skills 10. Study Hall 11. Mentoring An evaluation committee of faculty and staff external to the athletics department were selected to conduct this evaluation and to provide a written summary of their recommendations to the director of athletics, faculty athletics representative and the athletics council.

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Format for Evaluation. The evaluation committee of faculty and staff selected to conduct the evaluation include representatives from the athletics council, faculty senate, provost office and office of student affairs. The evaluation committee included: Evaluation Committee Bob Baker, Chair (Senate), Sheryl Beach (Senate), Sue Collins (SWA, Athletic Department), Linda Schwarzstein (Provost’s Office), Debbie Wilson (Athletic Department), Phil Hunt (Office of the Registrar), Linda Miller (FAR), Zach Golden (President, Student Government) The evaluation committee examined the following documents prior to conducting the evaluation: 1. Mission statement and goals for academic support services; 2. Most recent NCAA athletics certification self-study report; 3. Most recent academic support services evaluation report; 4. Student-athlete handbook; 5. Athletics departmental policies regarding student-athlete well-being issues (e.g., class absences, competition and practice scheduling, etc.); 6. NCAA Division I Academic Progress Rate (APR) improvement plans; 7. Academic support services budget; 8. Academic profile data of entering students (e.g., first-year students, transfers); 9. Special or alternate admissions policies and procedures; 10. Special or alternate admissions data (e.g., high school grade point average, SAT/ACT test score, first year grade point average, credit hours earned); 11. APR report; 12. Graduation success rate report; 13. Sampling of student-athlete eligibility files; 14. Tutorial handbook; 15. Academic support services organizational chart, including reporting lines; and 16. List of academic support services personnel, titles and responsibilities. 17. Student Athlete Exit Interviews

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Constituent Groups and Individuals to Interview during the Evaluation. Listed below are the names and titles of individuals interviewed: 1. Athletics administration; 2. Athletic and University Academic support services staff; 3. Coaches; 4. Student-athletes; 5. Faculty athletics representative; 6. Provost office; 7. Office of academic affairs; 8. Athletics council members; 9. Compliance staff; 10. Institution administrators; 11. Representatives from the faculty senate; 12. Office of admissions and records; and 13. Other groups recommended by the institution.

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Areas Reviewed in Evaluation

Academic Counseling and/or Advising Resources and Services. Individuals interviewed: athletics administration, academic support services staff, compliance staff, faculty athletics representative, student-athletes and coaches. Interview Questions: 1. What support services are provided for student-athletes?

Fifteen different services are enumerated on p. 6 of "The Mission and Goals of the Academic Services Program"(1, hard copy on file with the interviewer, available by request), and include a range of services, from compiling and delivering end of term team and student athlete evaluations, to communicating with professors and other university officials (on need to know basis) regarding student academic progress, absences for illness, absences for athletic events; to tutoring, registration assistance, book assistance for courses, to individual student needs such as referrals to other university services such as financial aid, the Learning Center.

2. What are the policies or requirements for using these services?

From the goals statement (1) and according to our interviewees, “Individuals eligible to receive services include: any student athlete who is a registered student at the University and is a rostered member of an NCAA sport team….Additionally, a former student athlete who has exhausted his/her eligibility, is registered at the University, and is still pursuing a first undergraduate degree is eligible for services. Other former or current student athletes may receive services at the discretion of the Associate Athletic Director for Academic Services/Sport Psychologist.”(1, p. 5)

3. Are the services available to all student-athletes?

Yes, according to the responses to question 2 above. 4. How are student-athletes made aware of these services?

A variety of communication channels make student athletes aware of the services, these include recruitment visits, mandatory meetings of teams, at registration time, mandatory meetings of Freshmen in the Fall, special sections of University 100 (5 of them) are offered to student athletes, and approximately 2 team meetings with the academic coordinators each semester.

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5. How are progress-toward-degree requirements monitored?

The degree evaluation available through Patriot Web is one way that the students themselves can monitor their academic progress. In addition to this self monitoring, the Athletic Department Academic Services program use many different materials, computer programs and forms to assist in the monitoring of student athlete’s degree progress. A chart presenting the items in the order they are most routinely used as well as appropriate samples can be found within the appendix of this report.

6. What are the responsibilities of the academic support services staff and campus academic advisors?

The advisors help students with Priority registration, the course request form must have an academic advisor signature that from the appropriate major or undeclared advisor each semester. Student must meet with an academic advisor or they will not be allowed to register.

7. What methods are used each term to ensure student-athletes are taking courses that fulfill progress-toward-degree requirements?

The athletic department Academic Coordinator oversees the following process for student athletes:

• Student athlete meets with their faculty advisor • Referencing Patriot Web and degree evaluation, courses are selected • After completing 48 credit hours, student athletes must provide a plan to graduate

signed by their faculty academic advisor • All student athletes receive a junior status report that is generated and refers to

their degree audit • Beginning with the intent to graduate submission, the semester before graduation,

the Office of the Registrar notifies students, as well as their academic departments, that have graduation deficiencies in their degree audit

8. Is there regularly scheduled communication each term between academic support services staff and campus academic advisors? If yes, describe the frequency and type of communication.

Yes, communication is required, and it is documented in writing, there is a form to fill out. Progress reports are sent to individual faculty advising in the students’ majors, and also word of mouth/face to face reporting takes place.

9. How regularly do coaches meet with academic support services staff?

The rate of coach to staff meetings is variable, some meet daily or every other day depending on needs of their students; the average is about 1 meeting per week. The meetings surround progress reports, end of term summaries vis a vis at risk students,

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there is a face to face meeting at the end of each term with each coach in preparation for the next term.

10. Describe the orientation program presented by academic support services staff for all student-athletes.

The orientation is delivered through the 5 UNIV 100 sections, most freshman athletes are in one of these five sections, there is then a cohort of student athletes created in these sections. The academic advising staff also teaches in these sections to increase communication

11. How many full-time staff members are in academic support services?

There are 6 Academic Support Services Staff: 5 members are led by Associate Athletic Director Deborah Wilson.

12. What are the titles and job responsibilities of full-time staff?

Full descriptions are provided in the Document “Personnel and Job Descriptions” (2, 17 pp, hard copy on file with the interviewer, available by request). To summarize, the titles and responsibilities of full time staff are:

Associate Athletic Director for Academic Support Services/Sport Psychology, who over sees all aspects of the Academic Services Program, the 5 academic coordinators (next category) report to her, and she in turn reports to The Senior Associate Athletic Director for Student Services. Each of the academic coordinators is responsible for a different group of teams. This group includes 1 Sr. Academic Coordinator, and 4 other Academic Coordinators. The Sr. coordinator is also responsible for being the liaison between athletics and admissions, and preparing materials for freshman and early registration. The other academic coordinators each have a group of teams for which they are responsible, and serve as liaisons to individual and different academic services offices on campus, ranging from Overseeing tutoring services (more in the section on tutoring below), to linking with the Environmental Heath and Safety office, to overseeing books and supplies for students, to overseeing the Computer lab.

13. What are the reporting lines of the staff in academic support services?

See the above response. 14. What is the ratio of full-time athletics academic advisors to student-athletes?

There are 450 student and five coordinators, but the numbers are not as simple as that, services are adjusted for the number of teams that are in greatest need of services.

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15. What part-time staff does academic support services use? Describe their roles and job responsibilities.

Three types of part-time staff are used: Tutor-trainers, Tutors, and Student Assistants (for the Books program). There are generally 15-18 part time staff per term, for a total of 20-30 people per year. The majority of tutors are graduate students. The tutoring is for subject mastery, not for help with content in writing papers or for solving specific problem sets for example, but rather, for improving general writing and study skills, or specific math skills, or subject matter knowledge. More discussion of tutoring is in the next section.

16. Are development opportunities provided for academic support services staff? If yes, please describe.

Yes. There are ongoing development opportunities for academic support staff. Others are invited from across campus to do in-house staff development, and, for example, a “Compliance Seminar’ is offered as a two-day program, put on by the CAA, it provides good networking and professional growth on an individual basis.

17. Describe involvement with institutional academic support services external to athletics where collaboration is significant (e.g., honors program, learning disabilities, minority student support, university orientation).

Involvement is usually on an individual, referral basis, as-needed, registration done on an individual basis (not by team). Academic coordinators also invite the major academic advisors to meet with them. They encourage a diverse communication by the student athletes with other services. Another Athletic Program policy on communication: Coaches, spouses, and indirect reports can have no direct contact to academic advisors or tutors unless through the Athletic Academic Advising office, in order to remove Conflict of Interest.

Observations:

This is a very complete and pro-active set of services for student -athletes that mirror those opportunities for non-student athletes, and provide service throughout the student- athletes’ relationship with GMU. It is well documented with many handbooks for staff, reporting lines are clear, and boundaries are defined with the coaching staff to avoid any conflict of interest. It is a very efficient division of labor as well.

Recommendations:

1. It is recommended that the many guiding documents be made available online for the staff, and to assist in external compliance assessments.

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Tutoring.

Individuals interviewed: academic support services staff, coaches, student-athletes, athletics administration and tutors. Interview Questions: 1. What support services regarding tutoring are provided for the student-athletes?

The services are free for student-athletes. There is no cap on how much tutoring can be done as long as the tutor is willing to work with a student. The requirement becomes a minimum, then, in other words, it might be at least 1-2 hours per week. Student athletes must meet a minimum requirement, and if the coordinator deems more is necessary, they will approve more as the schedule will allow.

2. What are the policies or requirements for using these services?

These are outlined in detail in the Tutoring Manual, page 5, and a list of policies is given on pp 12 of the Tutoring Manual (3, A hard copy is available by request, kept on file by the interviewer) To summarize, the Academic Coordinator (A-C) makes the initial tutoring assignment, and coordinates the schedules of the student-athlete and the tutors. The A-C will also determine the minimum amount of time required. Tutoring can be increased as needed, but all sessions should be at least one hour. All sessions occur in the West P.E. Building. Any other meeting location requires prior approval of the A-C, and may never be off campus.

3. Are the services available to all student-athletes? Yes. 4. How are student-athletes made aware of these services?

Through the University 100 sections, by the recruiting and orientation process, by announcement by the coaching staff, and by word of mouth from other student-athletes.

5. How are tutors recruited, selected, trained and evaluated?

Dr. Wilson recruits graduate students to be tutors directly from academic departments, and will ask the Graduate Coordinator to post an ad or recommend a grad student; or a professor of a class will be asked for a recommended graduate student. Students can go the University Math Center as well if a topic is not available in house at the time needed. Tutors are selected by looking at their transcripts, and that they have had a minimum of an A in the class they are tutoring. Grad student tutors are selected because they have mastered the material: the Athletic Department looks for the best, not their time availability. They are trained with an extensive tutoring manual, and a hard copy example (3) was provided during this interview, and is on file with the interviewer. The

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tutoring is evaluated at the end of the semester, first the Athletic Department asks tutors to evaluate the staff and the program efficiency; second the students are asked to evaluate the tutors, and third the Academic Coordinators are asked to evaluate the tutors. The number 1 issue that comes up consistently is student-athlete no- shows.

6. Is there a tutorial handbook? If yes, please describe how often it is reviewed and updated. Also, identify who is responsible.

Yes there is a manual (3). It is a living document, updated as needed. Michael Ouellette, the interviewee, and Jean Shapiro are both responsible for the updates (Mr. Ouellette gives Ms. Shapiro lots of credit for her input).

7. What training occurs to ensure that tutors are knowledgeable of applicable NCAA, conference and/or institutional compliance rules and regulations?

Training is given at the initial meeting with the Tutors, and the handbook is reviewed. "The first rule that is taught is: don't give the students anything (no gifts)!"

8. What methods are in place to ensure that tutors adhere to NCAA rules and regulations?

99.9 percent of the tutoring is done in house, e.g., under supervision; last-minute, approved tutoring may occur on campus in a public place, but never in a dorm room or house, etc. The Tutors are given a lot of credit for taking the process seriously, they are just as responsible as any other student for the GMU Honor code.

9. What programs are in place to provide ongoing training for tutors?

This is achieved through interaction with coordinators and tutors, and evaluation form is filled out after each meeting and given to the coordinator, feedback ids given to the tutor at a lunch-end of year discussion.

10. Is the tutorial program certified? If yes, by what association?

No, it is not certified. 11. What are the methods by which a student-athlete is assigned a tutor?

See question 2 above, and the Tutoring Manual, (3) pg. 5. 12. What strategies are used to ensure that you have enough tutors to meet the academic needs of student-athletes?

Multiple people are hired in each subject, so only very few subjects were not provided for in-house. There are typically 75-90 tutors on a schedule over the course of a semester.

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13. What type of collaboration, if any, exists between academic support services and tutoring services on campus?

The program is designed to meet student-athletes' schedules. It is free of charge. A student will check with the Athletic Director for the first referral, but if a service is not available, the student will be referred to the regular services on campus such as the Math Center, hence the collaboration with on campus services.

Observations:

The tutorial program is an important one on one component of and the heart of academic support services because it is topically based, there are many tutors, topics, and hours devoted to providing this service to student athletes. It is well-supervised, occurring in house with the full-time tutorial coordinator available to oversee or drop in at any time. Using mainly Grad students as tutors ensures that the information is delivered by people with mastery of the subject. The Tutorial Coordinator and Staff have created a tutoring handbook (Hard copy available on request). The tutorial program is thoroughly assessed from multiple perspectives, and feedback is given both after sessions and at the end of the semester. Redundancy is built into the system with multiple subject tutors available to help students, expanding the availability of in-house tutoring for student athletes, and the ability of the tutoring services to maintain in-house integrity.

Recommendations:

1. Make the certification process clearer in the handbooks for Academic Support Services and Tutoring Services, and 2. Make all the handbooks available for the staff and for evaluators.

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Academic Progress Monitoring and Reporting. Individuals interviewed: academic support services staff, office of admissions, and compliance staff. Interview Questions: 1. What is the role of academic support services staff in monitoring the academic progress of student-athletes?

The role of the Athletic Department Academic Services program is in part to work cooperatively with the campus academic community to provide services specifically designed to meet the needs of college student-athletes and to ensure student-athletes have access to the academic services generally available to all students. The Athletic Academic Services program consults with various university officials in addressing concerns related to the academic progress, performance and success of the student-athletes. Debbie Wilson, PhD., the Associate Athletic Director for Academic Services and the Academic Coordinators are responsible for providing a comprehensive program of academic support services. Student-athletes are made aware of available academic support services through meetings with the Academic Services staff, team meetings, study hall announcements, and the Student-Athlete Handbook. Each team is assigned to an Academic Coordinator whose role is to provide guidance and support in order to assist the student-athletes in maintaining eligibility while they work toward completing their degrees. The Coordinators work closely with their respective athletic teams and coaches by meeting with them formally and informally several times during the academic year (e.g., start of the season, prior to early registration, observe practice/competitions) and individual advising sessions are provided for each student-athlete as needed to ensure they are making satisfactory progress toward their degrees. Student-athletes also meet regularly with their Faculty Academic Advisors. Based on potential practice schedule and class room offering conflicts, Student-athletes at Mason are given priority registration each semester. The student-athletes are required to have their Faculty Academic Advisor and head coach verify and sign a Course Request Form with the expectation that the Faculty Academic Advisor signature affirms that courses listed on the form will count toward degree completion. Once the form is completed it is then given to their Academic Coordinator in order to be registered for the semester.

2. How does the academic support services staff interact with staff from the office of admissions and records and campus academic advisors to monitor academic progress?

The Academic Services staff has developed working relationships with each of the respective departments. Communications with these departments is funneled through one central point of contact or otherwise as appropriate depending on the circumstance. The

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Director of Compliance and the Academic Coordinators collaborate with the Office of Admissions in processing newly admitted freshman and/or transfer students. The Office of Admissions’ liaison provides regular reports regarding current admission via the Admission Status form. Each student-athlete is then monitored electronically as they progress through the admission’s process. The Office of Admissions also assists the Department of Athletics in evaluating transcripts of student-athletes seeking to transfer to George Mason University. Through this process, the Office of Admissions determines the number of credits that are transferable to Mason from two-year and four-year institutions, in addition to determining the grade point average. The Academic Supports Services staff consults with the Office of the Registrar in registering or withdrawing student-athletes from courses, assistance with graduation intent filing, understanding the University’s academic policies and determining course applicability.

3. May coaches communicate directly with faculty or campus academic advisors regarding student-athlete academic performance?

The Athletics Department has a policy by which no member of their staff except the Associate Athletic Director for Academic Services or her designated Academic Coordinators may communicate directly with professors or faculty academic advisors regarding student-athlete academic performance.

4. What is the procedure for informing coaches, administrators and student-athletes about the academic progress of student-athletes?

Student-athletes, coaches and other administrators are informed and updated on student-athletes’ academic progress via Mason email. Written correspondence may be drafted or in-person meetings may be scheduled with appropriate staff members depending on the issues. Please note that coaches and student-athletes meet as needed with Academic Coordinators throughout the academic year.

5. How is faculty involved in monitoring the academic progress of student-athletes?

Mid-term progress reports are requested for all student-athletes two times each semester. A computer program on BANNER generates the request to all professors. In addition all professors are required to post the mid-term grades online for all 100 and 200 level courses for all students. Professors provide information on student-athletes grades and class attendance. Coaches and Academic Coordinators use the progress reports to monitor the student-athletes’ progress. The Faculty Athletic Representative is involved by following up with professors when requested by the Academic Coordinators and by meeting with the Faculty Senate annually to reaffirm the importance of completing progress reports for student-athletes. The results of the progress reports are then shared

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with individual student-athletes by the coach and/or the Academic Coordinator. The Associate Athletic Director for Academic Services provides progress report summaries to the Director of Athletics, Senior Associate Athletic Director for Student Services and Faculty Athletic Representative. The Academic Coordinator receives weekly updates on student-athletes participating in the Academic Priority Program

6. How does the academic support services staff monitor the number of class absences due to athletics competition?

The Academic Support Services staff is able to monitor student-athletes class attendance by requesting progress reports from the student-athletes’ respective class instructors and reminding student-athletes of the missed class time policy within the student-athlete handbook. Additionally, at the beginning of a semester each student-athlete is required to submit their playing schedules to their professors, to inform them of any dates in which they may miss class due to competition.

Recommendation:

1. The Academic Coordinators should verify that the courses listed on the Course Request form will count toward a student-athlete’s degree by cross referencing the student’s degree evaluation available through Patriot Web. Any courses registered or intended to be registered can be evaluated automatically and a determination can be made to ensure that courses are applying toward degree completion. The Office of the Registrar will work cooperatively in this regard by conducting training sessions for the Academic Coordinators.

2. Update Academic Services information and eligibility rules on Athletic Department website for coaches and student-athletes.

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Assistance for Special Academic Needs. Individuals interviewed: academic support services staff, athletics administration and office of disability services, CAPS (Counseling and Psychological Services) Interview Questions: 1. How are student-athletes with special academic needs identified?

Students generally self-identify. Referrals also come from the Athletic Dept. A student-athlete might come to the attention of the coach who then seeks assistance.

2. What diagnostic testing is provided generally for students with special needs?

Diagnostic testing is not provided to students generally. (CAPS) can perform an educational assessment which could help determine that further diagnostic testing (very expensive) needs to be conducted. This pre-assessment includes: taking the student's history, their strengths/weaknesses, whether they have ever been diagnosed, what support they have received previously, what problems they are experiencing now. Includes pre-screening for ADDAHD (symptom check list) to help decide if further testing is worth the investment. The University Counseling and Advising Center provides information about where to go to get diagnostic testing.

3. What diagnostic testing is provided for student-athletes with special needs?

Same pre-assessment is available to student-athletes as for students generally. CAPS can provide information about where to go to get further testing or, if pre-assessment determines AD/HD, the student can be referred to a psychologist for clinical evaluation. The services provided are for all students including student-athletes.

4. Is comprehensive learning disability testing provided for student-athletes?

The university does not provide complete learning disability testing for any student 5. What accommodations are available for the general student body if diagnosed with a learning disability?

The Office of Disability Services provides the following to all students:

• Collaborate with students individually to help choose the most effective reasonable accommodations.

• Coordinate implementations of accommodations. • Act as a liaison between students and faculty/administration on concerns relating

to accommodations and services.

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• Are available to meet with prospective students, community groups, and secondary education personnel interested in learning more about accommodations and services at George Mason.

• Provide outreach and education to the Mason community and beyond about the removal of attitudinal and environmental barriers.

• Offer information and referral to disability-related resources such as educational testing centers, state agencies, service and goods providers, and

• Interact with disability-related organizations, consumer and advocacy groups, Academic programs, and service agencies locally, nationally, and internationally.

Depending on what was recommended and documentation available, ODS can provide some of the following accommodations:

• Examination accommodations (e.g., extended time, taped format, and use of a word processor).

• Use of a note taker. • Use of a tape recorder or assistive listening device in lectures. • Provision of sign language interpreters. • Books and other print materials in alternative formats. • Access to disability-related equipment at the university, including computer

technology, Braillewriter, classroom furniture for special needs, and TTY/TDD. • Reduce course load to achieve full time status with less than 12 hours.

6. What specific services or accommodations do you provide to meet the needs of student-athletes with special academic needs? Does this differ from those provided to the general student body? If so, how?

The Academic Skills program can assist student-athletes by helping them prioritize the demands of their sport and their academic studies, develop organizational skills and help them stay focused. Personal counseling is available to all students, including student-athletes. Sometimes consultants/counselors work together with the coaches and athletic support staff to provide assistance to student-athletes.

7. Does your institution have a learning specialist? If yes, what are his or her qualifications and duties?

There are two Learning Specialists in the CAPS office; one with an MS Yale, PHd Loyola and one with an MSEd. They have experience working with students with learning disabilities, academic counseling and in providing assistance through workshops.

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8. What type of communication occurs between academic support services staff and the office of disability services?

Counseling and Psychological Services (CAPS) works very closely with the Office of Disability Services (ODS) around individual students or student-athletes. They provide temporary documentation for accommodations until students get more testing done. Limited testing is available through the Psychology Department with a sliding fee scale, however there is a long waiting list and most students are referred off campus.

Recommendation:

1. Continue to emphasize the available services to the student-athletes. Especially the list of services provided within the Student Athlete Handbook and the during University 100 course.

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Assistance for At-Risk Students. Individuals interviewed: athletics administration, academic support services staff, coaches and student-athletes. Interview Questions: 1. How are at-risk student-athletes identified?

Student-athletes usually self-identify and the same is true for students generally. 2. What support services are provided for student-athletes determined to be at-risk?

Student-athletes determined to be at-risk are referred by their Academic Deans to the Office of Disability Services (ODS) for Learning Services. The same is true for students generally.

3. What are the policies or requirements for using these support services?

Student-athletes must be enrolled full time to receive personal counseling. A student-athlete may participate in workshops while not actively enrolled (i.e., on suspension).

4. Are the support services available to all student-athletes?

Yes, all student-athletes are eligible to receive support services. 5. How are student-athletes made aware of these support services?

Support services are available through the university web site, brochures, etc. Student-athletes may also be referred by their academic dean. Athletic Support Services staff might also refer student-athletes to receive services.

6. What diagnostic testing is provided for at-risk student-athletes? Who performs these tests? Does this differ from the general student body? If so, how?

There is no diagnostic testing provided at the university. Student-athletes are referred by Counseling and Psychological Services or Athletic Department Academic Services to providers off campus

7. Describe the support services provided to at-risk student-athletes to assist them in developing study skills.

Individual services focused on developing study skills are provided to at-risk student-athletes. CAPS workshops offer individual academic skills to at-risk student-athletes. There is also a large media library and certificate program available.

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8. Does your institution offer a basic study-skills class? If yes, please provide a copy of the syllabus.

The university offers a UNIV 100 course to new students with several sections identified specifically for student-athletes.(see Appendix for SAMPLE SYLLABUS)

9. Are learning assistants and mentors provided or available to work with at-risk student-athletes? If yes, please describe their qualifications and duties.

Yes, Graduate Assistants provide academic counseling and assistance to student-athletes. Training is provided by Counseling and Psychological Services including training specifically to assist ADDAHD and study skills.

10. What is the staffing ratio of learning assistants and mentors to student-athletes? There are approximately 450 student-athletes supported by Athletic Support staff of:

5 full time Academic Coordinators; 1 half time tutor trainer; 20-40 Trained Tutors

11. Are at-risk student-athletes required to log a specific amount of time in the learning center (e.g., study hall, tutors) each week? If yes, what are the requirements?

Yes, at-risk student athletes are required to report hours each week. If a student-athlete fails to attend the experience, is late or fails to use the time productively the experience must be made up to the satisfaction of the student-athlete's Academic Coordinator within 48 hours. If necessary, the Academic Coordinator may use the student-athlete's practice time to schedule appropriate make-up experiences. (Improving our Academic Success: The Academic Priority Program document)

12. How do the academic profiles of at-risk student-athletes compare to student-athletes, at-risk students and the general student body at your institution?

At this time, the institution does not compare the academic profiles of at risk students with the general student body.

13. What are the policies regarding academic probation?

Good Academic Standing Student-athletes are in good academic standing unless they are academically dismissed, suspended, or on probation. Student-athletes on academic warning are still considered to be in good academic standing.

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Student Retention Categories The university’s minimum standard for academic achievement is 2.00 on a 4.00 scale. Student-athletes with at least 7 attempted credits and a cumulative GPA of less than 2.00 fall into one of three categories: warning, probation, and suspension. All notations of academic standing are included in a student-athlete’s permanent record. The cumulative GPA range that defines each of the categories varies according to the credit level, as noted below: GPA Retention Levels

Credit Level Attempted Warning Cumulative Probation Cumulative Suspension Cumulative

Credit Hours GPA Range GPA Range GPA Range

7–16 0.00–1.99 – –

17–29 1.75–1.99 1.00–1.74 0.00–0.99

30–59 1.85–1.99 1.25–1.84 0.00–1.24

60–89 1.95–1.99 1.55–1.94 0.00–1.54

90+ – 1.85–1.99 0.00–1.84

14. Does your institution provide a summer bridge (or comparable) program for new student-athletes? If yes, are at-risk student-athletes encouraged and/or required to attend? What are the components of the program?

Although there is no formal program for new student-athletes, the Life Skills Coordinator works with Academic Coordinators to provide a series of information sessions for incoming Men’s and Women's Basketball student-athletes.

Observations:

Student athletes are adequately identified and leaning needs are appropriately met by the University and Athlete Academic Support Services.

Recommendations:

1. Maintain current support programs, services and staffing.

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Academic Support Facilities. Individuals interviewed: athletics administration, academic support services staff, coaches, student-athletes and faculty athletics representative. Interview Questions: 1. Is a learning center (or other designated space or facility) available exclusively for student-athletes? If yes, please describe the facility.

The Academic Services Program is housed in the West Physical Education (West P.E.) module. This module is centrally located on the University’s Fairfax campus. It is convenient to academic buildings, athletic facilities and on campus housing. The building is located at the upper edge of the Patriot Village parking lot. The module is a free standing, one story building. The building is fairly new with construction finished in Winter 2008. It is clean, functional and well maintained both inside and out. There appears to be adequate lighting in the building to perform the intended tasks comfortably. The building is handicapped accessible with two exterior ramps and stairs. The interior hallways and rooms are on one level and can accommodate an individual using either a wheelchair or crutches.

2. How many tutorial rooms, offices, classrooms or other facilities are available?

The interior of the building covers approximately 5,000 square feet and includes the following spaces

1. Staff offices

(12 Rooms total) Each full-time, permanent staff member has a private office.

a. Associate Athletic Director for Academic Services/Sport Psychologist (1 Room) The office has two windows and is large enough to comfortably contain a desk with chair, computer table, desk top computer, filing cabinets and seating for a total of 4 people.

b. Academic Coordinators (5 Rooms) Each office has one or two windows and is large enough to contain a desk with chair, computer table, desk top computer, filing cabinet and seating for a total of three people.

c. Tutor Trainer (1 Room) The office is similar to the offices for the Academic Coordinators.

d. Coaches

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(5 Rooms) These rooms vary in size and are similar in size to either the tutoring rooms or the Academic Coordinators offices.

2. Coaches’ storage (1 Room) This room is the size of the tutoring rooms.

3. Tutoring/study rooms (8 Rooms) Each room contains a table, up to four chairs and a 4’ x 6’ whiteboard.

4. Small group study rooms (2 Rooms) Each room contains a table large enough to accommodate 6 to 8 chairs and a 4’ x 6’ whiteboard.

5. Large individual study room This room accommodates 31 individual study carrels and 2 work tables.

6. Computer lab This room accommodates 17 desk top computers with accompanying computer desks and chairs as well as 3 printers.

7. Book room This is a storage room for all text books not currently in use by student-athletes receiving a Book Scholarship.

8. Staff kitchen/break room This room accommodates a refrigerator, microwave, sink, counter and small table with chairs.

9. Staff work room This room contains a Fax machine as well as office supplies and computer paper.

10. Storage room 11. Student-Athlete Advisory Council room

This room contains a desk top computer with accompanying computer table and chair, a printer, and a coffee table with four casual chairs. It is restricted for use by SAAC members.

12. Custodial closet 13. Electrical room 14. Network room 15. Restrooms (one men’s and one women’s)

3. Is there a computer lab? If yes, how many computers are available? Does the computer lab have the software equivalent to other labs on campus?

The computer lab accommodates 17 desk top computers with accompanying computer desks and chairs as well as 3 printers.

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4. Does your institution have computers available to be checked out for team travel? If yes, how many are available? What is the pattern of use? Are there policies related to use?

Available for temporary use by student-athletes are 12 laptop computers. The use of these computers is managed by one of the Academic Coordinators. They are kept in a cabinet in his office. Although the most requested use of the laptop computers is by student-athletes whose teams are traveling, they are also available for use by student-athletes while they are working in the West P. E. module or student-athletes whose mobility or access is restricted due to illness, injury or surgery.

5. Is the facility accessible to student-athletes during the day and evening hours? What are the hours of operation?

The hours of operations are the following: Monday – Thursday: 8:30am – 9pm Friday: 8:30am – 5pm Saturday: Closed Sunday: 5pm – 9pm

Observations:

Upon completion of the new Recreation Athletic Complex (RAC), coaches offices will be moved out of the Academic Support Services space and the office space will the converted into additional space for student athletes academic services.

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Academic Evaluation of Prospective Student-Athletes. Individuals interviewed: academic support services staff, office of admissions and records, faculty athletics representative and office of academic affairs. Interview Questions: 1. Are evaluations of unofficial or official high school, two-year and four-year college transcripts prepared? If yes, what are the procedures?

Initial eligibility is certified by the NCAA Eligibility Center, Formerly known as the Clearinghouse, and is based on the eligibility rules of Bylaw 14.3 and the amateurism rules of Bylaw 12. Once a prospective student athlete is recruited by a member of the Department of Intercollegiate Athletics (ICA) coaching staff, they are entered into the Eligibility Center’s website, placed on the institution’s request list (IRL) are monitored via each team’s “Web Status Report”. Philip Hunt, Associate Registrar for Certification Services and Joe Alvis, Assistant Registrar for Certification Services review the data in the Eligibility Center’s website to ensure the student athletes have been deemed as “qualifiers” prior to certifying them for competition. Susan Jones has the ultimate responsibility for certifying student athletes’ eligibility for the University. Once the student athlete status has been determined all initial-eligibility information pertaining to the student athlete is entered into the NCAA Compliance Assistant Internet (CAi).

2. How do you evaluate transcripts of prospective transfer student-athletes?

All incoming transfer student-athletes are evaluated to determine their eligibility upon enrolling at Mason, whether a 2-4, 4-4, or 4-2-4 transfer student athlete. The process for certifying transfer student athlete eligibility begins with the ICA submission of the permission to contact form to the Office of the Registrar. Once received, the registrar office determines the following:

1. Whether the previous institution granted Mason permission to contact the student athlete?

2. Whether the prior institution objected to the student athlete receiving an exception to the transfer residency requirement.

3. The nature of the transfer. Is the student athlete a 2-4, 4-4, or a 4-2-4 transfer? 4. Was the student athlete a qualifier or non-qualifier out of high school? 5. The number of full-time academic semesters for which the student athlete is

accountable. 6. The total number of transferable degree hours and number of hours acceptable

toward the student athlete’s degree program. 7. Whether the student athlete meets the requisite transfer regulations in Bylaw 14.5

or qualifies for an exception?

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8. Whether the student athlete meets the requisite progress-toward-degree rules in Bylaw 14.4 or qualifies for an exception (i.e. six hour, credit hour, 40/60/80, grade point average, designation of degree program).

Philip Hunt and Joe Alvis then enter the academic information for each transfer student athlete related to their transfer status (i.e. type of transfer, prior institution, and number of full-time terms), academic year, total hours required for their respective degree programs, relevant credit hours earned toward their degree, percentage of degree requirements and percentage of gpa requirements into CAi. Based on the review of this information, an eligibility determination is made and an “adhoc report” is created from CAi listing the eligibility status of each student athlete by team. This report lists the names, Gnumbers, eligibility status and certification of each student athlete. The reports are subsequently faxed to athletics for their records and later dissemination to the coaching staff.

3. How do you determine if prospective transfer student-athletes will meet progress-toward- degree requirements when they arrive on campus?

Prior to the beginning of the evaluation of student athletes’ eligibility, academic data is imported from the University’s student record system (Banner) into CAi. This information includes the term by term number of credit hours enrolled, number of credit hours completed and term by term grade point average (gpa). Paul Bowden, Associate athletic Director for Compliance, updates the team rosters in CAi as necessary throughout the academic year. Philip Hunt, Associate Registrar for Certification Services and Joe Alvis, Assistant Registrar for Certification Services review the academic data that had previously been imported from Banner. Philip Hunt has the ultimate responsibility for certifying student athletes’ eligibility for the University. Next, each student athlete is individually evaluated by reviewing their respective academic transcript and degree audit. Once these documents are obtained the subsequent evaluation proceeds as follows:

1. Determining the number of full-time academic semesters for which the student athlete is accountable.

2. Determine the number of earned credit hours that apply to the student-athlete’s degree program.

3. Determine the requisite progress-toward-degree rules in Bylaw 14.4 the student athlete has meet (i.e. six hour, 18/27 hour, 40/60/80, grade point average, designation of degree program).

4. Review the student athlete’s academic standing per Bylaw 14.01 Philip Hunt and Joe Alvis then enter academic information for each student related to their academic year, academic standing, total hours required for their respective degree programs, relevant credit hours earned toward their degree, percentage of degree requirements and percentage of gpa requirements into CAi. Based on the review of this information, an eligibility determination is made and an “adhoc report” is created from CAi listing the eligibility status of each student athlete by team. This report lists the

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names, Gnumbers, eligibility status and certification of each student athlete. The reports are subsequently faxed to athletics for their records and later dissemination to the coaching staff.

4. How do predictors of academic success of student-athletes at your institution compare to the general student body?

Students are required to supply their SAT/ACT scores, high school GPA as well as other documents required by the admission policy set forth by the university’s admissions office. The same documents are provided by prospective student-athletes.

5. Does your institution have special or alternative admission policies for prospective student-athletes? If yes, what are the policies?

George Mason University has no special or alternative admissions policies for prospective student athletes.

6. Do faculty members participate in the review of specially admitted prospective student-athletes? If yes, describe.

Because there are no special or alternative policies for admission, this question does not apply to Mason.

7. What are the procedures for admitting prospective student-athletes who do not meet the regular admission standard of the institution? Does this differ from the general student body? If so, how?

Prospective athletes must have met all of the basic academic requirements established for admission to the university. The admissions committee reviews each individual applicant’s academic background and potential for success.

8. Describe the involvement of academic support services staff in the recruiting process (e.g., unofficial, official visits).

If specifically requested by a coach or prospective student athlete, Academic Support Services can provide prospective student athletes with an overview of the goals and services provided to the student athletes by their office.

Observations:

Student athletes are required to meet the same admission standards as students admitted into Mason generally.

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Student-Athlete Degree Selection. Individuals interviewed: academic support services staff, student-athletes, office of admissions and records and faculty athletics representative. Interview Questions: 1. What is the process for student-athletes to select a major at your institution? Do student-athletes receive any education for choosing a major?

Degree selection is the same for Student-Athletes as it is for any regular student. Each team is assigned an Academic Coordinator. The NCAA requires each student-athlete to select a degree by his or her fourth semester. Students who are struggling to select a major are referred to Career Services for counseling and may also be referred to a University 200 class that specializes in helping students select majors. At Mason the primary goal for student-athletes in selecting a major is not eligibility, but instead timely graduation with a degree that helps them achieve their goals. All student athletes who have not yet declared a major receive advising through the university’s undergraduate Academic Advising Center which has staff qualified to assist all students in selecting a major.

2. Is there a selection of majors that do not have restricted admission?

Again, majors with restricted admission are the same for student athletes as they are for all other students. The majority of majors do not have restricted admission at Mason. The School of Nursing, the School of Management, as well as the College of Visual and Performing Arts are among the few that do restrict admission.

3. Are student-athletes satisfied with the selection of majors available to them on your campus? How is this monitored or evaluated?

Student-athlete satisfaction with the majors available at Mason is not monitored. However, as indicated by student athlete exit surveys, the student athletes are satisfied with the current degree and major selection.

4. How does your institution monitor degree-selection trends or patterns for student-athletes? Are there trends and/or patterns?

Student –Athlete degree selection trends are not monitored. Starting in the Fall of 2008 Sue Collins, the Senior Associate Athletic Director for Student Services, began tracking Student-Athlete degree selection. Since tracking only recently began it is too soon to tell if trends are evident.

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Observations:

The answers provided by the four Student-Athletes were very consistent with those provided by administrators from Mason’s Athletics Department. Student-Athletes are familiar with their team’s academic coordinator who assist the student athletes prepare for meeting with their faculty advisor.

Overall, Student –Athletes were satisfied with the majors offered at Mason.

Recommendations:

1. The Athletics Department should continue tracking (they started in Fall 2008) the major selection of Student-Athletes. This information can be used to identify trends.

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Success Skills

Individuals contacted: academic support services staff, Counseling and Psychological Services (CAPS), office of disability resources, student academic affairs and advising

Interview Question:

1. What are the University and ICA services available for study skills, note and test taking, writing and grammar skills, time-management skills for student-athletes?

The Academic Services Program in ICA works closely with the Learning Services Program in the university’s Counseling and Psychological Services Office (CAPS) to provide academic skills support to student-athletes who either want or need additional help. Many workshops and certificates in academic skills are offered through the university’s CAPS programs. These workshops include success skills such as overcoming procrastination, advanced reading strategies, improving concentration, study strategies, organization, exam strategies, managing performance anxiety, and scheduling and time management (referenced pg 15, question #6 original report). Student-athletes registered for UNIV 100 “Freshman Transition” class experience two weeks of curriculum conducted by the Learning Specialists from the CAPS program on “Learning Styles and Skills”. Student-athletes not enrolled in UNIV 100 may also be referred by their Academic Coordinator, tutor or other staff member in ICA. In addition, all incoming students begin receiving information from the university about these programs during Summer Orientations as well as when they first arrive on campus. Data from the university’s Student Affairs and Advising office shows some correlation between retention and graduation rates for students who completed UNIV 100 (for the 2008 cohort, the first year retention rate for UNIV 100 students was 87.3% and for all other first-time freshmen it was 84%; for the 2003 cohort, the graduation rate for UNIV 100 participants was 65.9% compared to other students in the cohort who had a graduation rate of 62.9%). Other services offered and available to all students through the university include:

• Free tutoring on a walk-in basis at the Math Tutoring Center; • Free tutorial sessions on an appointment basis at The Writing Center; • An on-line writing lab as well as in class visits from the Writing Center staff to

100 and 200 level classes each semester to present information about the Center. • Academic advising prior to their first registration. Undeclared students are

advised by staff in the Academic Advising Center and declared students have an advisor in their major department.

• International student experience; workshop to develop academic and social skills for international students as well as reading and writing skills for ESOL students

• Pre-screening assessment with the Attention Deficit Scales for Adults to determine the value of further testing and referral to appropriate resources at CAPS or in the community.

• Individual Academic Counseling at CAPS to address the symptoms of ADHD, e.g; strategies for structuring learning activities, managing time, improving concentration, and goal setting.

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• Individual Academic Counseling in CAPS to develop learning strategies for students with various learning disabilities.

Recommendation:

1. Continue to emphasize the available services to the student-athletes, particularly for international student-athletes, in the Student Athlete Handbook, during UNIV 100, and on the Student Athletic Advisory Council Website. All services for academic skills programs should be included under Academic Advising on the website for student-athletes, coaches and staff.

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Study Hall Interview Question: What is the study hall availability, facilities and attendance policies for student-athletes? Access to study hall is readily available to student-athletes and the necessary supports are provided through the Academic Services Program. An inventory of facilities was conducted through a tour of the West Physical Education (West P.E.) module, which houses Academic Services Program. This freestanding module is centrally located on the University’s Fairfax campus, convenient to academic buildings, athletic facilities and on campus housing. It is clean, functional and well maintained. The 5000 square foot building is handicapped accessible and includes adequate space to support study hall as follows: (a) 13 staff offices; (b) 9 tutoring/study rooms; (c) 2 small group study rooms; (d) large study room with 31 study carrels and 2 work stations; (e) 17 desk top computer stations and 3 printers; (f) multiple storage rooms including a book storage room; (g) dedicated Student-Athlete Advisory Council room; (h) restrooms (one men’s and one women’s). Also available for temporary use by student-athletes are 12 laptop computers. The use of these computers is managed by one of the Academic Coordinators. They are kept in a cabinet in his office. Although the most requested use of the laptop computers is by student-athletes whose teams are traveling, they are also available for use by student-athletes while they are working in the West P. E. module or student-athletes whose mobility or access is restricted due to illness, injury or surgery. A survey of all head coaches was conducted. Each responded with a summary of their specific team policies regarding study hall. The results revealed that all coaches have team policies regarding study hall that extend beyond, but align with the mandatory Academic Priority Program and all policies set forth by the Intercollegiate Athletics Department as well. An aggregation of individual team policies reveals that all freshman student-athletes have mandatory team study hall hours, generally ranging from 6 to 10 hours per week. While individual team policies vary, the regular evaluation of GPA, as an indicator of academic performance, is generally employed within team policies to determine required study hall hours for student-athletes. Often, a sliding scale is used for student-athletes based on GPA and academic year. For example, a sophomore with a GPA under 3.0 would be required to attend more study hall hours than a senior with a GPA over 3.0. Within most individual team policies, student-athletes whose academic performance exceeds an established minimum are exempted from mandatory study hall. Observations: Availability and study hall facilities are more than adequate for student-athletes. All coaches proved to be extremely responsive and indicated a sincere interest in the academic success of their student-athletes, thus prompting their team study hall policies.

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Mentoring Interview Question: What is the availability of mentors, their identification and assignment methods and frequency of interaction? Mason offers several mentoring programs available to all students through the Office of Diversity Programs and Services including specific mentoring opportunities for Latino students. The Aguilas Mentoring Program (AMP) provides a network of upperclassmen and alumni to assist Latino freshmen, sophomores and transfer students with transitioning successfully to Mason. Through its various programs and services the AMP fosters leadership and academic excellence. All UNIV 100 classes are taught by a faculty member and Peer Advisor. All freshman athletes are required to be enrolled in UNIV 100 and therefore have access to a peer advisor in their class each week. The Peer Advisors, who are usually upperclassmen, receive extensive training before they are permitted to co-teach the class. Peer mentoring is also available to student-athletes through the Athletic Department Academic Services Program, and may be a required service for teams that do not meet the ICA standards for academic success. Head coaches may request mentoring for their teams. Peer mentors volunteer and are selected from among team members. Student-athlete mentors are paired with those who are underachieving academically, new to the university, or with a student-athlete who has requested a mentor. Several examples of team mentorship programs developed and implemented for teams are described below.

During the Fall 2009 term the Men’s Soccer team participated in a “Leadership Development” program that included mentoring activities. The Leadership Development program was developed at the request of the Men’s Soccer coaching staff in consultation with Dr. Wilson (Associate Athletic Director for Academic Services/Sport Psychologist). Throughout most of the term, a select group of team leaders and the coaches met weekly for discussion and skill building sessions that were facilitated by Dr. Wilson. The coaching staff assigned each “leader” a small group of teammates for whom they were responsible. The goal of the program was to enable the team’s leaders in using themselves as agents of positive change who effected that change through their relationships with the team members in their assigned small groups. Although attention was given to three domains (social, athletic and academic) special emphasis was placed on the academic domain. As part of the learning experience, the leaders were required to define their role. They chose their role to involve “motivating their group members, setting a positive example, keeping a positive attitude, encouraging group members to do extra academic work and supporting group members in all academic endeavors.” The skill building and discussion topics addressed in the weekly meetings included “ethical issues in leadership, listening skills, role modeling, the role and use of reinforcement, adjusting to Mason, helping others feel valued, helping others feel included, fostering self-accountability and goal setting.” The team leaders were

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expected to actively apply what they learned and each week come to the meetings prepared to discuss their concerns, challenges, successes and insights as leaders. By self-report, the coaches and team members enjoyed being a part of the program and believed they all benefitted from the experience. In Fall 2006, the Men’s Track program initiated an academic peer mentoring process. Although the team’s APR (894) was within the confidence interval in use at that time, because it was below the benchmark of 925 the team was required to participate in an APR Improvement Plan. To address the team’s deficiencies, the Head Coach in consultation with the Associate Athletic Director for Academic Services developed a plan that included the team’s participation in the “Academic Priority Program” (see Cycle 3 NCAA Certification Report, Section 2.2 Academic Integrity, Item 6, sub-part 4, “Assistance for special academic needs”) and the assignment of academically high achieving team members to serve as peer mentors to lower achieving teammates. The program required the peer mentor to have face-to-face meetings with his assigned mentee once a week for at least one half hour to discuss academic issues, questions and progress. The mentor then reported on the meeting to the coaching staff and included any academic concerns regarding the mentee. Those meetings could be conducted either informally (during a meal, over coffee, etc.) or formally in a designated office. Coaches were responsible for following up on expressed concerns. The mentors were given instructions regarding their role and limitations. Specifically, they were to protect the privacy of their mentees (excepting the need to disclose information to the coaching staff or the Academic Services staff) and were restricted from providing tutoring. They were instructed to refer mentees to the appropriate staff to request tutoring or study assistance. The Head Coach was well pleased with the program and the team’s APR improved significantly.

Observation:

There are adequate mentoring programs available to student-athletes through the university and through the athletic department.

Recommendation:

1. Continue to emphasize mentoring programs available to student-athletes. Information on how to request a mentor should be available in the Student Athlete Handbook, UNIV 100, and on the Student Athletic Advisory Council Website.

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Academic Services Evaulation Summary The evidence compiled by the evaluation committee points consistently to a sound Athletic Academic Support Services program. In some areas of review, recommendations to further enhance the program are made. However, the recommendations and observations cited herein are a result of this investigation and, as such, are not intended to be all-inclusive. That being said, the evaluative process was grounded on broad based participation within the University. An array of interviewees was engaged in the process. Each participant was cooperative and forthcoming in their responses. The committee appreciates the assistance of all participants in this evaluation. In the spirit of continual improvement, by ‘closing the loop’ and providing programmatic feedback through this assessment process, we recognize the value of such ongoing evaluations in maximizing the effectiveness of Athletic Academic Support Services in assisting student-athletes. The committee welcomes any inquiries regarding the observations presented and conclusions drawn. In response to NCAA feedback received as part of the certification process three additional areas Success Skills, Study Hall and Mentoring, not explicitly covered in the original March 2010 report, were recommended for review. Because the review of these areas was conducted during the summer when participation by the full committee was not possible, it was felt that a small group of appropriate individuals would be sufficient to evaluate the three additional areas. Summer 2010 Evaluation Committee: Bob Baker, (Faculty Senate), Debbie Wilson (Athletic Department), Linda Miller (FAR), Marcelle Heerschap, (Dean, Student Academic Affairs and Advising) replacing Linda Schwartzstein, (Vice-Provost for Academic Affairs). *Please note that the Academic Sub-Committee followed the NCAA’s Academic Support Services Evaluation Guide for the March 2010 report and these areas were not included in the recommended areas for evaluation. They were however included in the certification report. The committee thought it best to respond to the certification feedback and review these areas separately as an addendum to the original report. The report for the additional three areas will be reviewed at the next Athletic Council meeting in September 2010.