Life Skills

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National Association of Academic Advisors for Athletics

Model Practices/Interventions Information

The National Collegiate Athletic Association (NCAA) and the National Association of Academic Advisors for Athletics (N4A) have collaborated to gather information concerning strategic actions that have been or will be implemented in relation to campus student-athletes support unit programs and services. Scroll down to see the types of practices that are taking place at other institutions.

University 100 (Long Beach State University)

Student-Athlete Career Workshop (Long Beach State University)

Career Development (Gonzaga University)

First-Year Experience Course for Student-Athletes (University of Memphis)

Coping with College (Penn State University)

University 100 (Long Beach State University)

University 100 is a requirement course for all freshmen entering Long Beach State University. The course is designed to assist students in a successful transition into the university by: introducing the concepts and values of a university education; fostering a sense of tradition, community and celebration of diversity; and developing critical-thinking skills that are necessary for both academic and personal success. This course also provides an introduction to the resources and services of the university.

The Center for Student-Athlete Services (CSAS), in partnership with the University 100 program, has developed a special section of this class for the NCAA freshman student-athlete population. In addition to facilitating the development of academic and personal skills designed to prepare students to be successful in the educational setting, the special student-athlete section also seeks to teach skills for success as a college athlete. By focusing on both university expectations and "real life" skills and personal development, this course assists student-athletes with meeting daily challenges, as well as enhancing their growth in college as both students and athletes.

To find out more information concerning this program, use the following contact information:

Institution: Long Beach State University; Contact Person: Gayle B. Fenton; E-mail: gfenton@csulb.edu; NCAA Division: DI-AAA; Staff Size: Large (6 + full-time); Number of Sports: 17; Total Student-Athlete Population: 380+; Model Practice Category: Life Skills

Student-Athlete Career Workshop (Long Beach State University)

The annual Student-Athlete Career Workshop was started as a pilot program in spring 1996 as a coordinated effort between the CSAS and the Career Development Center (CDC). Realizing the importance for student-athletes to choose the best and most appropriate major in order to meet the NCAA academic progress and the institution's baccalaureate requirements, CSAS and CDC came together to develop and implement a career program. This program was designed to assist freshmen and sophomores in their career decision-making skills, while also offering juniors and seniors a look at what their future may hold as NCAA student-athletes with a baccalaureate degree.

The workshop consisted of a two-prong approach: A round table of former student-athletes who had successfully made the transition into the "world of work" and a group of professional business, education and sports personalities that could explain the types of employees they look for, training opportunities and future possibilities if the student-athletes completed their degrees. The entire impetus for this program was to increase student-athlete retention and graduation rates by illustrating the type of future they could look forward to when they earn their college degrees.

To find out more information concerning this program use the following contact information:

Career Development (Gonzaga University)

In efforts to develop our program we have opened the door to student-athletes with regard to career development. We asked all the teams to make a one-on-one appointment with either the graduate assistant or the academic coordinator to discuss career and major options. From this initial meeting we decide appropriate steps for the student-athletes to take depending on the student's developmental status.

To find out more information concerning this program use the following contact information:

Institution: Gonzaga University; Contact Person: Mike Miller; E-mail: miller@athletics.gonzaga.edu; NCAA Division: DI-AAA; Staff Size: Small (1-2 full-time); Number of Sports: 14; Total Student-Athlete Population: 280; Model Practice Category: Life Skills

First-Year Experience Course for Student-Athletes (University of Memphis)

The University of Memphis offered an orientation course (ACAD 1100) for all students. At the time, a maximum of five student-athletes were allowed in each section. In the spring of 2002, Dr. Joe Luckey, who was newly hired as the director, submitted a proposal for one of the sections to be taught only for student-athletes. Reasons for the proposal included: all athletes and coaches were surveyed by the director upon his arrival, a need existed for the academic services office to have a forum for offering instruction to the student-athletes, retention rates of freshman student-athletes were a concern, a sense of community did not exist amongst student-athletes from all sports, and a formal program was necessary to begin a relationship with student-athletes their first semester on campus. Two sections of ACAD 1100 (Introduction to the University) were approved by the university and taught during the 2002 fall semester. One section was taught by the director of athletics academic services, and the other section by the academic counselor for football. Because of the success of the course, a third section was added for the fall 2003 semester. Over 90 percent of the new freshman student-athletes, recruited and non-recruited, are enrolled in the course each fall semester. Students receive three hours of elective credits for the course.

The course requires three instructors. For the 2005 fall semester, the sections will be taught by the director and the assistant director, and one will be team taught by two athletics academic counselors. The two counselors, who will not teach, will still be involved in the curriculum and programming for the course. Freshman student-athletes have been more successful in the classroom since the creation of the course, as evidenced by higher grade-point averages, additional hours earned in the freshman year, higher retention rates and more peer mentoring that exists among student-athletes from the different teams. Student-athletes are assigned to the three sections so that the greatest diversity is created. Approximately, 25 student-athletes are enrolled in each of the three sections.

The university has been very supportive of the special sections since the initial proposal. It has also helped that special sections of the course were being offered and designed for other student populations. Challenges include ensuring that the curriculum is meeting the needs of the student-athletes, prioritizing the curriculum as everything cannot be addressed in a semester, offering curriculum and programming that is challenging to all students, dealing with diversity issues caused by fewer female student-athletes' enrollment, and creating programming beyond the first semester that builds upon topics covered in the course.

To find out more information concerning this program use the following contact information:

Institution: University of Memphis; Contact Person: Joe Luckey, Ed.D -- Director; E-mail: jluckey@memphis.edu; NCAA Division: DI-A; Staff Size: Large (6 + full-time); Number of Sports: 19; Total Student-Athlete Population: 360; Model Practice Category: Life Skills

Coping With College (Penn State University)

This course is designed to help students make a positive transition from high school to college. To accomplish this goal, students are introduced to the overall university structure and its resources as well as the academic requirements specific to the individual colleges, majors, and minors. A strong emphasis is placed on student responsibility for learning and goal setting throughout the collegiate experience. To assist in this regard, students experience various learning strategies as well as the use of technology to enhance learning. Students actively complete a variety of career development inventories and integrate self-information to academic and occupational information through the compilation of a career portfolio. To assist in the transition of personal and social issues, students learn skills to assist with conflict resolution and managing diversity and cultural differences. Group interaction facilitates more active learning, and daily journals encourage critical thinking and help develop writing skills.

Evaluation of learning is assessed through: written class exercises, chapter quizzes, a self-assessment paper, faculty interview, journal entries, completion of career development inventories, resume and cover letter preparation, professional interview, career portfolio and computer assignments.

Justification

To assist in adjusting to the transition from high school to college:

Students are introduced to the university structure, academic requirements, policies and procedures, and the role of the faculty;
Students explore information about the various colleges, majors, minors, internships, and practicum and co-op opportunities;
Students examine behavioral issues related to ethics and integrity;
Students establish goals for their college experience and assume responsibility for their learning;
Students develop academic and life skills to maximize their undergraduate experience;
Students explore various learning strategies, university resources, libraries, computer labs, and the use of technology to enhance learning;
Students discuss diversity issues and strategies for improving relationships; and
Students complete career development inventories, apply them to the academic planning process and use the information for setting a career goal.

First-year students face a variety of issues in the transition to a collegiate environment. This course, having been taught for 18 years as a freshman seminar for student-athletes, focuses on skills and knowledge to assist students in coping with the first-year transition. The course introduces students to the university structure, academic requirements, policies and procedures and the importance of working closely with faculty. It is taught using a decision-making model, critical-thinking skills and discussion. The course acquaints students with learning strategies, study skills, and time management. Students utilize library resources, career services, computer labs, the Internet, e-mail, and various software packages to complete learning exercises.

To find out more information concerning this program use the following contact information:

Institution: Penn State University; Contact Person: Sandy Meyer; E-mail: skm2@psu.edu; NCAA Division: DI-A; Staff Size: Large (6 + full-time); Number of Sports: 29; Total Student-Athlete Population: 750; Model Practice Category: Life Skills