scholarly journals NCAA Exit Interviews and Surveys: Academic Experiences of College Athletes

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Molly Harry
Keyword(s):  
College Athletes ◽  
Educational Experiences ◽  
Academic Experiences ◽  
Faculty Support ◽  
College Athlete ◽  
Exit Interviews ◽  
Faculty Interactions ◽  
Data Source ◽  
Academic Services ◽  
Time Demands

Institutions are required to conduct exit interviews and surveys (EIS) with departing athletes, however, these instruments are currently an untapped data source for further understanding the college athlete experience. This study examined 17 FBS institutions’ exit interviews and surveys with 528 athletes, focusing on athletes’ academic experiences. Analyses revealed that EIS questions pertaining to educational experiences focused on the following areas: academic services, overall academic experiences, time demands, coach support of academics, and faculty support. Athletes in this sample expressed overall positive academic experiences and gratitude for the academic services provided. Additionally, the majority of athletes noted few issues with time demands, strong coach support for their academic progress, and positive faculty interactions. These findings challenge some of the current literature noting negative educational experiences and opportunities for college athletes. Implications and recommendations for the field are discussed.

scholarly journals Students’ Satisfaction with the University of Cape Coast Residential and Academic Experiences

2021 ◽  
Vol 11 ◽  
Author(s):  
Michael Boakye-Yiadom
Keyword(s):  
Mixed Method ◽  
Focus Group Interview ◽  
Academic Experiences ◽  
Cape Coast ◽  
Mixed Method Design ◽  
Sequential Explanatory Mixed Method ◽  
Practical Experiences ◽  
The University ◽  
Students Satisfaction ◽  
Academic Services

The purpose of the study is to explore students’ satisfaction with the University of Cape Coast experience. The study adopted a sequential explanatory mixed-method design and used current students as the population of the study. A sample size of 420 students was used for the study. The study used questionnaires and focus group interview guides to obtain data from participants. The study used descriptive statistics and a thematic analysis approach to analyse the data obtained. The study revealed that students are less satisfied with residential services and attributed this to irregular water supply, unsanitary toilet and urinal facilities, congestion in student rooms. Furthermore, the study showed that students were less satisfied with some academic services. The study recommended that the leadership of departments, faculties and colleges need to review their curriculum with the approval of the Academic Board to enhance students’ practical experiences in their academic programmes.

TINGKAT KEPUASAN PELANGGAN SISWA KELAS 9 SMP LAB HAMZANWADI PANCOR TERHADAP PELAYANAN ADMINISTRASI SEKOLAH TAHUN AJARAN 2018-2019

2019 ◽  
Vol 4 (5) ◽  
Author(s):  
M.rudi Gunawan Parozak ◽  
Fadma Rosita
Keyword(s):  
Learning Strategies ◽  
Junior High School ◽  
Learning Material ◽  
Academic Administration ◽  
9Th Grade ◽  
Best Response ◽  
Research Findings ◽  
Data Source ◽  
Learning Plans ◽  
Academic Services

This study aims to determine the response of students to the academic administration services to the students of class 9 in junior LAB Hamzanwadi Pancor , and aspects of what has the most excellent response and aspects that need to be improved from the manager. The method of research this is a study case with qualitative research in Intitiu Global Nusantara Education (IPNG) . The data source used was 9th grade students , Administration, and document sources in the form of Academic Guidelines for Junior High School LAB 2019 . Data obtained from interviews with source triangulation techniques and triangulation methods. Analysis of the data is done with meaning through the following phases: the data collection , the data reduction, data display , and data verification. Research findings on aspects of academic administration services in SMP LAB Hamzanwadi Pancor in general, students stated quite well. In the aspect of learning by teachers in the classroom are generally well categorized. Expectations on administrative and academic services indicate that there are still many aspects that need to be improved and need to get clear supervision and continuous controlled maintenance. The aspects that have the best response are the aspects of personality, communication, mastery of learning material , learning plans and learning strategies. While aspects that still need to be improved are the problem of wify ( hotspot ) and the availability of learning facilities in the classroom and in the Library.

Beyond the Black/White Binary: A Multi-Institutional Study of Campus Climate and the Academic Success of College Athletes of Different Racial Backgrounds

2018 ◽  
Vol 35 (2) ◽  
pp. 119-131 ◽  
Author(s):  
Leticia Oseguera ◽  
Dan Merson ◽  
C. Keith Harrison ◽  
Sue Rankin
Keyword(s):  
Academic Success ◽  
Campus Climate ◽  
Quantitative Research ◽  
College Athletes ◽  
Student Organizations ◽  
Student Athlete ◽  
College Athlete ◽  
High Profile ◽  
Conceptual Frame ◽  
Asian And Pacific Islander

This work contributes to an understanding of college athletes’ experiences with campus climate and its relationship to perceptions of their academic success. This work extends race work to include Latina/o and Asian and Pacific Islander college athlete populations across multiple divisions and sports as the literature is scarce on college athletes of color beyond the Black/White binary and high profile sports. The current paper fills a gap in the literature by applying the Student-Athlete Climate Conceptual Frame and quantitative research on college athletes of color, women college athletes and perceptions of campus climate and academic success. Our findings highlight a relationship between positive perceptions of campus climate and academic success. Participation in academic student organizations is also related to academic success.

scholarly journals Intersectionality and Autoethnography: DeafBlind, DeafDisabled, Deaf and Hard of Hearing-Latinx Children Are the Future

JCSCORE ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 40-67
Author(s):  
Carla García-Fernández
Keyword(s):  
Hard Of Hearing ◽  
First Generation ◽  
Educational Equity ◽  
Educational Experiences ◽  
Academic Experiences ◽  
Ethnographic Study ◽  
Educational Institutions ◽  
Structural Systems ◽  
The Us ◽  
K 12

Deaf-Latinx K–12 students are the largest group of racially minoritized students in the US, lagging far behind the complimentary proportion of Deaf-whites in obtaining degrees. Educational institutions have sustained and reproduced privilege and inequality patterns. This article explores how using Deaf-Latinx Critical Theory (Deaf-LatCrit) in educational research facilitates Deaf-Latinx epistemology, intersectionality, and cultural intuition in autoethnography. It effectively captured how I, a first-generation DeafChicana college student, navigated structural inequity in educational institutions. When extant literature and resources are limited, counter-stories must be included to expand knowledge about issues of educational equity, and promote accountability, decision-making, and action. Autoethnography validates my DeafChicana existence and calls for attention to multiple interlocking issues within the educational system. Deaf-LatCrit and autoethnography provided the platform for me to conduct this study, which derives primarily from my own higher educational experiences. This Deaf-Latinx ethnographic study provided me a valuable tool and a safe outlet to reflect on my academic experiences, and exposed five thematic concerns: raciolinguicism, interpreter quality, classroom exclusion, institutional and structural systems, and professional development. Recommendations are included to help individuals become more aware of unconscious and conscious discriminations so we can together improve support for DeafBlind, DeafDisabled, Deaf, and Hard of Hearing-Latinx students in higher education.

Threshold Concepts Theory as a Pedagogical Tool for Articulating Transformational Learning: An Initial Exploration

2020 ◽  
pp. 154134462096371
Author(s):  
Matthew Christopher Atherton ◽  
Yvonne Nalani Meulemans
Keyword(s):  
Higher Education ◽  
Transformational Learning ◽  
Educational Experiences ◽  
Academic Experiences ◽  
Threshold Concepts ◽  
Pedagogical Tool ◽  
Student Reflection ◽  
Concept Framework ◽  
The Impact ◽  
Initial Exploration

As the landscape of higher education gets more complex, there is a need to increase engagement and student reflection on their academic experiences. This research explores whether a threshold concept framework (TCF) can be used in an interdisciplinary social science culminating course as a tool for students to consider the transformative nature of their education and articulate the meaning of their educational experiences. Student reflective work was analyzed to see whether students can (1) understand TCF, which is typically used to analyze student learning, rather than as a reflective tool for students and (2) successfully apply TCF to their educational experiences. The authors conclude that using written reflections, students could understand and apply TCF to articulate the transformational nature of their education and consider the impact of their experiences as an undergraduate. These results illuminate the potential of using TCF as a pedagogical tool within the classroom and curriculum development.

scholarly journals College athletes and the influence of academic and athletic investment on sense of belonging

2020 ◽  
Vol 6 (2) ◽  
pp. 43-72
Author(s):  
Matt R Huml ◽  
Jennifer L Gellock ◽  
Carrie W Lecrom
Keyword(s):  
College Student ◽  
Sense Of Belonging ◽  
Student Athletes ◽  
College Athletes ◽  
Team Sports ◽  
Structural Modeling ◽  
Student Understanding ◽  
Academic Experiences ◽  
And Gender ◽  
The Relationship

While the athletic and academic experiences of student-athletes have been frequently examined by scholars (Houle & Kluck, 2015; Rettig & Hu, 2016), there is a lack of research into which investment creates a sense of belonging on campus for student-athletes. Other factors, such as sport status, have only been conceptually discussed, while transfer status and gender, have been examined in non-athlete populations, highlighting a gap in our college student understanding of sense of belonging. We used structural modeling to examine the relationship between athletic investment, academic investment, and demographics within a context of student-athletes. Results indicated as both athletic and academic investment increase, the student-athlete’s sense of belonging on campus decreased. Additionally, student-athletes who were transfers, in team sports, or men were more likely to have a reduced sense of belong on campus.

Abolishing the Sanity Code and Launching the Modern College Sports Establishment

2017 ◽  
Author(s):  
Howard P. Chudacoff
Keyword(s):  
Student Athletes ◽  
College Athletes ◽  
College Sports ◽  
Intercollegiate Sports ◽  
Athletic Scholarships ◽  
Athletic Scholarship ◽  
Time Demands

This chapter details the regularization of athletic scholarships and establishment of the NCAA as the principal arbiter of the college sports establishment. It describes the NCAA's Sanity Code of 1949, which sought to enforce the principle that college athletes were amateurs who played sports as an “avocation” and should not be differentiated from other students. It discusses the evolution of intercollegiate sports between 1950 and 1956, which resulted in athletics and athletes becoming virtually separate from the rest of the institution in which they resided. After 1956, an athletic scholarship and the time demands of competition often forced many “student athletes” to make their academic commitments secondary to their athletic ones.

scholarly journals Faculty support and student engagement in undergraduate engineering

2020 ◽  
Vol 13 (1) ◽  
pp. 83-101
Author(s):  
Denise M. Wilson ◽  
Lauren Summers ◽  
Joanna Wright
Keyword(s):  
Student Engagement ◽  
Engineering Students ◽  
Emotional Engagement ◽  
Faculty Support ◽  
Cross Sectional ◽  
Content Type ◽  
Quantitative Research Methods ◽  
Undergraduate Engineering ◽  
Faculty Interactions ◽  
Race Ethnicity

PurposeThis study investigated how behavioral and emotional forms of engagement are associated with faculty support and student-faculty interactions among engineering students.Design/methodology/approachQuantitative research methods were used to analyze survey data from 781 undergraduates in seven large undergraduate engineering courses. Linear hierarchical regression models were used to evaluate the relationships between demographics (gender, race/ethnicity, family education, US status and transfer status) and student engagement and between faculty behaviors and engagement.FindingsFaculty support was consistently, significantly and positively linked to all forms of student engagement, while student-faculty interactions were significantly and positively linked to effort and positive emotional engagement and negatively linked to attention and (an absence of) negative emotional engagement. Gender, race/ethnicity, international student status and transfer status significantly predicted at least one form of engagement.Research limitations/implicationsAlthough this was a single institution study and cross-sectional, the findings suggest that faculty support and student-faculty interactions, while important for engagement, have different effects on different types of students. Faculty and teacher professional development efforts should raise awareness of these differences in order to enhance diversity and inclusion in engineering courses and curricula at all levels.Originality/valueThe analysis of behavioral and emotional forms of engagement represents more of a motivational lens on engagement in contrast to the traditional focus on time-on-task or time spent in fruitful educational practices, as is the norm with much of the engagement literature in higher education.

scholarly journals An Examination of Campus Engagement and GPA for Latinx College Athlete

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Guillermo Ortega
Keyword(s):  
College Athletes ◽  
Positive Association ◽  
Least Square ◽  
College Athlete ◽  
Student Interactions ◽  
Campus Engagement ◽  
Ordinary Least Square ◽  
High School Gpa ◽  
Team Interactions ◽  
Negative Effect

Despite the National Collegiate Athletic Association’s focus on improving outcomes among college athletes, research has overlooked Latinx college athletes. This paper focuses on how campus engagement with peers, faculty, administrators, and athletic staff are positively related to GPA among Latinx college athletes. I used an ordinary least square (OLS) regression model to examine the relationships between engagement and Latinx college athletes' GPA. The findings suggest that high school GPA, participation in class, and faculty-student interactions were significant for Latina/o college athletes' GPA. Additionally, interactions with teammates and coach were both significant predictors, but team interactions had a slight negative effect on GPA. Lastly, identifying as a Latina college athlete had a positive association on GPA when compared to Latino college athletes.

scholarly journals Division I College Athletes’ Self-Perception: Investigating the Impact of Race and Discrimination

2021 ◽  
Vol 3 (3) ◽  
Author(s):  
Sean Strehlow ◽  
Sayvon Foster ◽  
Rhema Fuller ◽  
B. David Ridpath ◽  
Alison Fridley ◽  
...  
Keyword(s):  
Ncaa Division I ◽  
College Athletes ◽  
Division I ◽  
Positive Relationships ◽  
Self Perception ◽  
College Athlete ◽  
Self Perceptions ◽  
Self Worth ◽  
The Impact ◽  
White College

Self-perception is the level of competency at which individuals evaluate themselves in certain areas or domains (Marsh & Shavelson, 1985). An individual’s self-perceptions contribute to their global self-worth and even predicts performance (Cuellar, 2014; Harter & Neemann, 2012). This study measures self-perception scores, as well as experiences with racial discrimination, of 306 NCAA Division I college athletes using the Self-Perception Profile for College Students (Harter & Neemann, 2012). Scores are compared across race. Findings suggest that White college athletes have significantly higher self-perception scores than college athletes of color - with recent discrimination (within the last year) as a significant predictor of multiple areas of self-perception. The implications of this study suggest that faculty and other campus stakeholders should pursue positive relationships with the college athletes they encounter. Positive relationships between college athletes and faculty may help raise college athlete self-perceptions, and in turn, performance in a variety of areas.

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