SELF-STUDY INSTUMENT
Institutional Information
Saint Louis University
1.
Type of Institution: Private
2.
Year Institution was founded: 1818
3.
Special affiliation (e.g., religious, military)? Roman Catholic, Jesuit
4.
Coeducational? Yes
5.
Total student enrollment (undergraduate and graduate combined) [using a full-
time-equivalency (FTE) basis]: 9550, Fall 2002
6.
Number of faculty [using a full-time-equivalency (FTE) basis]: 1755, Fall 2002
7.
Highest level of academic degree offered: Doctorate
8.
Institution’s governing entity (e.g., board of trustees): Board of Trustees
9.
a. Regional accreditation agency:
North Central Association of Colleges and Schools
b. Date of most recent regional accreditation self-study: April 2002
c. Current accreditation status: Accredited through 2012
Athletics Information
1.
Subdivision status of athletics program: 1-AAA
2.
Conference affiliation(s) or independent status: Conference USA
3.
Athletics program structure: One combined athletics department
4. Date of NCAA major infractions case(s) (if any) since previous certification self-study
and impact (if any) on the areas of the certification program: None
5. Other significant events (with dates) in the history of intercollegiate athletics program:
None
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Previous Certification Self-Study
1.
Date of previous orientation visit, evaluation visit and interim self-study report (if
applicable): Orientation – May, 1995; Evaluation - October, 1996
2.
Initial certification-status decision rendered by the NCAA Committee on Athletics
Certification: Certified, May 12, 1997
3.
Subsequent actions or changes in certification status made by the NCAA
Committee on Athletics Certification: None
4.
Changes in key senior-level position, institutional or athletics program, since
the institution’s previous certification self-study: The Provost position has been reorganized and the person holding the position has changed since the previous certification. The Division of Athletics is now a stand alone unit reporting directly to the Provost, instead of through the Vice President for Student Development.
5.
Significant changes impacting the institution and/or athletics program, if any (e.g.,
conference affiliation, sports sponsored, changes in admissions standards, significant
changes in graduation rates, changes in mission statement of the athletics program,
changes in fiscal stability/condition of the athletics program) since the institution’s
previous certification self-study: None
Certification Self-Study Information
1. Steering committee chair: Dr. Edwin B. Harris, Associate Provost
Enrollment and Academic Services
2 . Chief report editor of self-study report: Dr. Edwin B. Harris, Associate Provost
Enrollment and Academic Services
3. Describe the extent of broad-based participation of campus constituencies in the self-
study. Specifically, report on the opportunities that actually were provided to various
individuals or groups in the board-campus community to: (a) offer input into the self-
study report before its findings and plans for improvement were formulated, and (b)
review the self-study report after it was drafted.
Our process involved people from across the University community, including faculty, staff, students and trustees. As we began the self-study process, public notices about the process were circulated on campus through our on-line announcement system and our campus print media. Committees gathered data for the self-study by talking to students, faculty and staff and reviewing records related to the operation of the intercollegiate athletic program. As the self-study document
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began to take shape, the chapters were posted on our website for comment from the community. The final report was reviewed and authorized by the President’s
Coordinating Council and the Board of Trustees.
4.
Attach a copy of the institution’s written plan for conducting the self-study:
See Section II.
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NCAA ATHLETICS CERTIFICATION
SAINT LOUIS UNIVERSITY
SELF-STUDY PLAN
2002-2003
A. Introduction
Saint Louis University (SLU) is about to undertake a major self-assessment as it prepares for re-certification of its intercollegiate athletic program by the National Collegiate Athletic
Association (NCAA). The University seeks to demonstrate its fundamental commitment to institutional control of intercollegiate athletics within the academic setting and to the integrity of its intercollegiate athletic program through the self-study and peer-review processes. This document draws on the components suggested in the NCAA 2001-2002
Division I Athletics Certification Handbook and will serve as the planning guide for the
University’s self-study process.
B. Goals
The University seeks to accomplish the following goals through its self-study process:
1.
Provide an opportunity to gain a greater self-awareness and understanding of intercollegiate athletics through involvement of the entire University community,
2.
Provide an opportunity to affirm the integrity of our intercollegiate athletics program through careful self-review and peer-review, and,
3.
Provide an opportunity for institutional reflection aimed at improving intercollegiate athletics in our academic context.
The self-study process will draw upon institutional data and planning documents, as well as significant discussion among its participants, in addressing these goals and developing the
Self-study Report to be presented to the Peer-Review Team.
C. First Cycle Plans For Improvement
A series of documents related to the positive conclusion of our first cycle certification process are attached to this plan as Appendix A. These documents include our Gender
Equity Plan, our Minority Plan and a summary of the plans for improvement that were executed during our initial self-study. Rather than trying to reconstruct these plans to match a process that was different than what actually occurred, these documents are presented in chronological order for reference purposes and will be referenced in the upcoming self-study process.
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D. Steering Committee
At the request of the President, Lawrence Biondi, S.J., the Steering Committee will be chaired by, and the self-study will be coordinated by, Dr. Edwin B. Harris, Associate
Provost for Enrollment and Academic Services.
The President has given the Steering Committee clear authority to speak on behalf of the
University as it guides the self-study process. Its specific responsibilities will include the following items:
1.
Review the NCAA certification handbook and the self-study instrument;
2.
Develop the self-study plan and timetable;
3.
Collect and organize data by soliciting assistance from the institutional personnel in the best position to provide an accurate and efficient response;
4.
Coordinate the activities and monitor the progress of the subcommittees, insuring opportunities for input from appropriate campus constituent groups and appropriate involvement of committee members in the preparation of committee reports;
5.
Review institutional, Peer-Review Team and Committee on Athletics Certification reports of the institution’s previous self-study in order to judge progress and respond to issues raised in the current self-study;
6.
Review the reports produced by the steering and sub-committees;
7.
Maintain written records on the dates on which steering committee and subcommittee meetings took place, those in attendance at meetings, individuals responsible for writing different sections of the self-study report and the invitations, including dates, extended to members of the steering committee and subcommittees to review the drafts of the report, and;
8.
Produce and distribute the final self-study report.
The self-study steering committee membership reflects all of the positions suggested in the
NCAA 2001-2002 Division I Athletics Certification Handbook . Saint Louis University has decided to add a Communications Coordinator as well. In each case, the participants’ involvement was confirmed through an invitation from the President. The membership includes:
Chief Executive Officer Rev. Lawrence Biondi, S.J.
President
Dr. Edwin B. Harris
Associate Provost
Chair, Steering Committee
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Dr. Michael J. Ross
Professor, Psychology
Mr. Doug Woolard
Ms. Lori Flanagan
Associate Director of Athletics
Faculty Athletics Representative
Director of Athletics
Senior Woman Administrator
Dr. Judy Durham
Associate Professor, Chemistry
Dr. Donald Brennan
Dean, Graduate School
Dr. Neil Seitz
Professor, Cook School of Business
Chair, Governance & Rules Compliance
Subcommittee
Chair, Academic Integrity
Subcommittee
Chair, Fiscal Integrity
Subcommittee
Dr. Mary Elizabeth Hogan, Assoc. Dean, A&S Co-Chairs, Equity, Welfare and
Dr. Ruth Marquis, Director, HR Training* Sportsmanship Subcommittee
*( no longer affiliated with the University )
Mr. Jeff Fowler
Assoc. Director of University
Marketing and Communications
Communications Coordinator
E. Subcommittees
The general responsibilities of the four subcommittees will include:
1.
Review the NCAA certification handbook and the self-study instrument;
2.
Review institutional data relevant to the specific subcommittee assignment;
3.
Participate in data gathering from campus constituents relevant to the specific subcommittee assignment;
4.
Write the section of the Self-study Report focused on the subcommittee’s assignment, including plans for improvement where appropriate;
5.
Communicate appropriate progress on assignments at key intervals in the process; and;
6.
Maintain written records of subcommittee meetings, members in attendance, individuals responsible for writing the subcommittee report and invitations to review the drafts of the subcommittee’s work.
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The membership on the four subcommittees was developed through the cooperative efforts of the President, Provost, Steering Committee, senior administrators and Student
Government Association. Much attention was given to representing the various constituencies that compose the University community. Each committee member was invited to participate by the President and the confirmed members are identified below.
--Governance and Rules Compliance:
Chair:
Members:
Dr. Judy Durham
Mr. Hal Deuser, Director of Scholarship/Financial Aid
Ms. Mary Flick, Assistant Vice President, University Mission
and Ministry
Ms. Kathy Hagedorn, Vice President for Human Resources
Mr. Jay Jones, Ex Officio, Director of NCAA Compliance
Mr. Marque Perry, Student Athlete
Dr. Michael Ross, Professor, Psychology and Faculty
Athletics Representative
Dr. Gretchen Salsich, Assistant Professor, Physical Therapy
Stephen Smith, Esq., Associate Dean, Law
Ms. Lynn Stewart, Assistant Director, Undergraduate
Admissions
Dr. Joseph Weixlmann, Interim Provost
--Academic Integrity:
Chair:
Members:
Dr. Donald Brennan
Ms. Cindy Anzelmo, Ex Officio, Academic Coordinator in
Athletics
Ms. Peggy Edwards, Chair, Clinical Laboratory Sciences
Mr. John Jaffry, University Registrar
Rev. John Kavanaugh, S.J., Professor, Philosophy
Mr. Brandon Rochon, Student
Dr. Michael Ross, Professor, Psychology and Faculty
Athletics Representative
Dr. Denise Sleet, Assistant Director of Academic Services
Alan Weinberger, Esq., Professor, Law
Dr. Thomas Westfall, Chair, Pharmacology and
Physiological Sciences
Dr. Nina Westhus, Assistant Professor, Nursing
--Fiscal Integrity:
Chair:
Members:
Dr. Neil Seitz
Mr. Robert N. Altholz, University Treasurer
Mr. Robert Clark, University Trustee and President, Clayco
Construction Company
Camille Nelson, Esq, Assistant Professor, Law
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Mr. Matthew Oldani, Ex Officio, Assistant Director of
Athletics
Dr. Philipp Stoeberl, Professor, Management
Mr. Kim Tucci, University Trustee and Partner, Pasta House
Restaurants
Dr. Sara Van Den Berg, Chair, English
Ms. Elizabeth Winchester, Director, Internal Audit
Mr. David Young, Student
--Equity, Welfare and Sportsmanship:
Co-Chairs: Dr. Mary Elizabeth Hogan and Dr. Ruth Marquis
Members: Ms. Greta Bujaker, Student Athlete
Rev. Anthony Daly, S.J., Chair, Modern & Classical
Languages
Rev. Denis Daly, S.J., Assistant Vice President, Development
Kenneth Fleischmann, Esq., Sr. Assoc. General Counsel
Dr. Richard Harvey, Associate Professor, Psychology
Ms. Kathy Humphrey, Vice Pres. for Student Development
Dr. John McGowan, Chair, Accounting
Dr. Gary Northam, Chair, Aviation Science
Dr. Steven Puro, Professor, Political Science
Dr. Susan Tebb, Dean, Social Service
Dr. Travis Threats, Asst. Professor, Communication Sciences
and Disorders
F. Institutional Liaison
Ms. Lori Flanagan, Associate Athletic Director and Senior Woman Administrator, will serve as the Institutional Liaison during our self-study process. In that capacity, she will:
1.
Identify and communicate first cycle plans to the Steering Committee,
2.
Serve as a resource on the certification process for participants who have questions about the Handbook and Self-study Instrument,
3.
Coordinate arrangements for the Orientation and Peer Review Team Visits, including lodging, travel, scheduling interviews and other Peer Review Team activities and organizing work-related needs of the Peer Review Team (computers, secretarial access, meeting rooms), and,
4.
Serve as a resource from the Steering Committee to facilitate the organization and work of the subcommittees.
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G. Communication Plan
The University’s Communication Plan includes two audiences, the University community and the general public. The Steering Committee Chair, Dr. Edwin B. Harris, working in collaboration with the Associate Director of University Marketing and Communications,
Mr. Jeff Fowler, will build the plan. The University community will be provided information on the certification process and results through internal media, e.g., Newslink, the University’s daily news bulletin board;
Grand Connections
, the University’s monthly publication to all faculty and staff; Universitas the award-winning monthly magazine of the
University; and through briefings in standing committees, e.g., President’s Coordinating
Council, Council of Academic Deans, Faculty Senate.
Communication with the general public will be the responsibility of the Department of
Marketing and Communication. All news items about our self-study process and certification will be developed by the department, in coordination with the Steering
Committee, and distributed to local media representatives.
H. Conference Office Assistance
Ms. Brenda Weare, from the Conference USA staff, will be available to serve in a consulting role to the steering committee during the self-study process. She will also foster
University compliance with corrective actions identified during the certification process.
No other agency external to the University is expected to be involved with the certification process.
I. Outline and Timetable of the Self-Study:
The Peer Review Team site visit is tentatively scheduled during the month of April 2003.
In preparation for this visit, the self-study report must be approved by the Board of
Trustees by December 2002 and made available to the Peer Review Team by January 2003.
To meet the deadline for distribution of the self-study to the Peer Review Team members, planning benchmarks have been established.
Below is a sketch of the benchmarks for the various phases of the project. Overall, the process began in January 2002 and will end in April 2003.
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NCAA ATHLETICS CERTIFICATION
SAINT LOUIS UNIVERSITY
2002-2003 NCAA SELF-STUDY
EXECUTIVE SUMMARY
A. Purpose
Saint Louis University (SLU) has undertaken a major self-assessment in preparation for recertification of its intercollegiate athletic program by the National Collegiate Athletic
Association (NCAA). The University has sought to demonstrate, through the self-study process, its fundamental commitment to institutional control of intercollegiate athletics within the academic setting and to the integrity of its intercollegiate athletic program.
B. Goals
The self-study process has achieved the following goals:
4.
it has developed a greater self-awareness and understanding of intercollegiate athletics through the broad involvement of the University community,
5.
it has affirmed the integrity of our intercollegiate athletics program through careful self-review, and,
6.
it has resulted in recommendations for improvement of intercollegiate athletics in our academic context.
The self-study process has drawn upon institutional data and planning documents, as well as significant discussion among its participants, in achieving these goals and developing the
Self-study Report (available at http://www.slu.edu/readstory/newslink/707 ) to be presented to the Peer-Review Team.
C. Process
The self-study process was organized through a Steering Committee and four subcommittees
(membership attached). The Steering Committee met monthly throughout the self-study process in order to guide the overall effort and draw the work of the four subcommittees together into the Self-Study Report.
The subcommittees’ work focused on the certification program’s four basic topic areas: a.
Governance and Commitment to Rules Compliance b.
Academic Integrity c.
Fiscal Integrity d.
Equity, Welfare and Sportsmanship.
Each of the subcommittees was charged with the collection and review of data, policies and procedures for the purpose of evaluating the institution’s compliance with the NCAA operating principles in each topic area. The subcommittees’ preliminary reports were made available to the University community for comment, and then assembled into the final report by the Steering Committee.

A Peer Review Team (membership attached) will receive the institution’s final report after it has been reviewed by the President’s Coordinating Council, the Board of Trustees Executive
Committee and the Board of Trustees. This Peer Review Team will visit campus from April
13-16, 2003 in order to confirm our self-study findings and recommendations through interviews with administrators, faculty, students and others associated with the athletic program.
Our Final Self-study Report and the Report of the Peer Review Team are then used by the
NCAA to make a decision about re-certification of our athletic program.
D. Findings and Plans for Improvement
While our previous NCAA certification process had a positive outcome, many improvements have been made in our athletic program over the past five years. Our current self-study process, while identifying areas for further improvement, suggests that we are in compliance with the Operating Principles of the NCAA. Specific findings and plans for improvement are outlined below.
I.
Governance and Rules Compliance
1.
Operating Principles
— mission of the athletics program and the institution; institutional control, presidential authority and shared responsibilities; compliance with NCAA rules;
2.
Findings — In compliance. Mission of athletics is consistent with the institution. Institution’s Board of Trustees provides oversight and broad policy formulation for athletics consistent with other institutional units.
President has ultimate responsibility and authority over athletics. Campus constituencies have opportunities for input into athletics policies. Policies and procedures are in place to ensure compliance with NCAA rules. Persons outside athletics provide oversight and monitoring of NCAA compliance.
NCAA rules education is ongoing. Personnel evaluations include NCAA rules compliance. The institution’s compliance program is reviewed every 3 years by Conference USA.
3.
Plans for Improvement — Revise written compliance manual. Accurately reflect reporting lines for the Faculty Athletic Representative and the Director of Compliance. Enhance rules education for incoming student-athletes and their parents regarding agents, gambling, eligibility, and financial aid.
II.
Academic Integrity
1.
Operating Principles — academic standards for admission and graduation; academic support services; missed class time
2.
Findings
—
In substantial compliance . Student-athletes are admitted using the same processes and policies as the general student population. The academic profile of entering student-athletes is generally comparable to the general student population; there are minor disparities by gender and ethnic minority. Graduation rates are generally higher for student-athletes than for
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the overall student population, although there has been a recent decline in the graduation rate for student-athletes. Graduation rates are significantly lower for black students generally and for black student-athletes compared to their white counterparts; graduation rates for black student-athletes are higher than for black students generally. Men’s basketball graduation rates are significantly lower than other sports and have been trending lower over the last several years. Adequate academic support services are available. There are no written policies to minimize missed class time.
3.
Plans for Improvement
— Establish written policies regarding missed class time. Annually review policies and procedures for tracking continuing and transfer eligibility. Document appeals process for student-athletes who are denied transfer request or athletics aid. Clarify policies regarding declaration of degree major for student-athletes.
III. Fiscal Integrity
1. Operating Principles — financial practices; fiscal management and stability; established fiscal policies and procedures
2.
Findings
—
In compliance . Funds raised for and expended on athletics are subject to institutional practices for documentation, review and oversight.
Budget and audit procedures are consistent with institutional practices and
NCAA regulations. A qualified external firm conducts annual financial audits. Full and stable opportunities for athletics participation. Expenditures for athletics are in compliance with NCAA rules, and neither recruits nor student-athletes are provided with extra benefits in violation of NCAA rules.
3. Plans for Improvement
— Enhance rules education for booster groups.
Clarify policies for distribution of complimentary tickets by staff members.
Clarify policies for faculty and staff discounts for summer camps and clinics.
IV. Equity, Welfare and Sportsmanship
1.
Operating Principles — completion of previous gender equity and minority opportunity plans; gender equity is monitored, evaluated and addressed, including athletic scholarships, interests, equipment, scheduling, travel, support services, facilities, recruitment and publicity; minority issues are monitored, evaluated and addressed, including employment opportunities, participation in decision-making and governance, programs and activities, and enrollment and graduation; student-athlete access to educational enhancement programs (e.g., career guidance, life skills programs, health care, counseling); grievance and appeals procedures for student-athletes; commitment to, and programs for, developing appropriate sportsmanship.
2.
Findings
—
In compliance . Goals and objectives of previous gender equity and minority opportunity plans have been met. Gender equity is monitored, evaluated and addressed on an ongoing basis. Equity in enrollments, scholarships, opportunities, equipment, facilities, scheduling, travel, support services and publicity. Salaries have been adjusted, but need to maintain progress in light of changing market. Recruiting budgets have been lower for
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women sports, but trending higher. Minority issues are monitored, evaluated and addressed on an ongoing basis. Minorities participate in governance and decision-making. Some progress in identifying and hiring minority candidates has been achieved, but further increasing the ethnic and racial diversity among administration, staff and coaches is encouraged. Mission statement lacks specific reference to minority opportunities. Smaller percentage of minority student-athletes (10-11%) compared to minority students in general at SLU
(15-19%); graduation rates for minority student-athletes are higher than minority students generally, but an increased graduation rate for minority student-athletes is a goal. Academic and educational support services are available, accessible and utilized by student-athletes. Grievance and appeals procedures are in place, with the exception of transfer and scholarship denials.
Sportsmanship is expected, monitored and addressed on an ongoing basis.
3. Plans for Improvement
— Gender equity and minority opportunity plans have been revised and updated; monitor and enhance gender equity in recruiting, salaries and operating budgets; enhance efforts in diversity education and awareness; enhance efforts in recruitment and employment of ethnic minorities. Enhance rules education for student-athletes and parents regarding professional opportunities, agents, gambling and academic services.
Enhance rules education for tutors; annually review tutoring program with particular attention to minority student-athlete outcomes. Create written policies for transfer and financial aid appeals. Create an inventory process for equipment and apparel.
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Subcommittee members
Dr. Judith Durham (Chair) Associate Professor, Chemistry
Mr. Hal Deuser
Ms. Mary Flick
Ms. Kathy Hagedorn
Mr. Jay Jones (Ex Officio)
Mr. Marque Perry
Dr. Michael Ross
Director of Scholarship / Financial Aid
Assistant Vice President, University Mission and Ministry
Vice President for Human Resources
Director of Compliance
Student-athlete
Professor, Psychology
Faculty Athletics Representative
Assistant Professor, Physical Therapy
Associate Dean, School of Law
Assistant Director, Undergraduate
Dr. Gretchen Salsich
Stephen Smith, Esq.
Ms. Lynn Stewart*
*(no longer affiliated with University)
Dr. Joseph Weixlmann
Admissions
Interim Provost (Dean, College of Arts and
Sciences until July 2002)
Introduction
This report reflects the work and conclusions of the Governance and Commitment to Rules
Compliance Subcommittee. At the initial orientation meeting, the subcommittee was divided into two working groups to investigate different Operating Principles. The working groups in turn divided information collection responsibilities among their members. Each working group met several times to review the information collected, assign members to draft responses to the self-study items and review and modify drafts as they were written.
Additional editing and evaluation was carried out via e-mail. As part of the information collection, members of the Department of Athletics and others involved with compliance issues were interviewed by a working group, an interview team or by an individual committee member. The subcommittee found excellent cooperation and openness from all members of the Department of Athletics and other persons within the University.
This report begins with responses to the self-study items for each Operating Principle as given in the NCAA 2001-2002 Division I Athletics Certification Self-Study Instrument .
Following that is the "Evaluation and Plan for Improvement." Minutes of the subcommittee meetings, field notes, and other documents addressing each of the self-study items will be made available to the site visit team.
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GOVERNANCE AND COMMITMENT TO RULES COMPLIANCE
Previous Certification Self-Study
1. List all: “corrective actions,” “conditions for certification” or “strategies for improvement” imposed by the NCAA Division I Committee on Athletics Certification in its first-cycle certification decision (if any) as they relate to governance and commitment to rules compliance issues. In each case, provide: (a) the original “corrective action,”
“condition,” or “strategy” imposed; (b) the action(s) taken by the institution and the date(s) of those action(s); and (c) an explanation for any partial or noncompletion of such required actions.
Saint Louis University had no “corrective actions”, “conditions of certification” or
“strategies for improvement” imposed by the NCAA Division I Committee on Athletics
Certification in its first-cycle certification decision in the area of governance and commitment to rules compliance.
2. List all actions the institution has completed or progress it has made regarding all plans for improvement/recommendations developed by the institution during its firstcycle certification process in the governance and commitment to rules compliance area.
Also, describe any additional plans for improvement/recommendations developed by the institution since the first-cycle certification decision was rendered by the Committee on
Athletics Certification. Specifically include: (a) the original plan; (b) the actions(s) taken by the institution; (c) the date(s) of the action(s); (d) actions not taken or not completed; and (e) explanations for partial completion.
Saint Louis University had no plans for improvement/recommendations reported in its first-cycle self-study report. During the self-study process, any areas that were identified as needing attention were addressed immediately, and this work was completed before the self-study report was finalized. Therefore, there were no outstanding plans for improvement at the point of the peer-review team visit and this fact was acknowledged in correspondence at the time of our first-cycle certification.
3. List all actions the institution has completed or progress it has made regarding required actions identified by the NCAA Committee on Athletics Certification during the institution’s interim-report process (if applicable) as they relate to governance and commitment to rules compliance. Specifically, include for each: (a) the required action,
(b) the actions(s) taken by the institution, (c) the date(s) of these action(s), (d) action(s) not taken or completed, and (e) explanation(s) for partial completion.
Because Saint Louis University was not required to do an interim report between certification cycles, there were no required actions of the NCAA Committee on Athletics
Certification to which we had to respond.
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Operating Principle 1.1 Mission of the Athletics Program and the Institution
1.1.1 Please provide mission statements of the institution and athletics program and indicate the date of their last revision.
Saint Louis University Mission Statement (1991)
The Mission of Saint Louis University is the pursuit of truth for the greater glory of God and for the service of humanity. The University seeks excellence in the fulfillment of its corporate purposes of teaching, research and community service. It is dedicated to leadership in the continuing quest for understanding of God's creation, and for the discovery, dissemination and integration of the values, knowledge and skills required to transform society in the spirit of the Gospels. As a Catholic, Jesuit University, the pursuit is motivated by the inspiration and values of the Judeo-Christian tradition and is guided by the spiritual and intellectual ideals of the Society of Jesus.
In support of this mission, the University:

Encourages and supports innovative scholarship and effective teaching in all fields of the humanities, the natural, health and medical sciences, the social sciences, the law, business, aviation and technology.

Enables an academic environment which values and promotes free, active and original intellectual inquiry among its faculty and students.

Maintains and encourages programs which link the University and its resources to its local, national and international communities in support of efforts to alleviate ignorance, poverty, injustice and hunger, to extend compassionate care to the ill and needy and to maintain and improve the quality of life for all persons.

Strives continuously to seek means to build upon its Catholic, Jesuit identity and to promote activities, which apply that intellectual and ethical heritage to work for the good of society as a whole.

Welcomes students, faculty and staff from all racial, ethnic and religious backgrounds and beliefs and creates a sense of community, which facilitates their development as men and women for others.

Nurtures within its community an understanding of and commitment to the promotion of faith and justice in the spirit of the Gospels.

Wisely allocates its resources to maintain efficiency and effectiveness in attaining its mission and goals.
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The Department of Athletics Mission Statement (2002)
The primary mission of the Department of Athletics is to create a program that supports and fosters a positive educational and athletic experience, not only for student-athletes but for the entire Saint Louis University community. The athletics program is guided by the highest standards and ideals of integrity, sportspersonship, ethical conduct, equitable opportunities, academic excellence and athletic achievement. The intercollegiate athletics program strives to develop the whole person (body, mind, spirit) in accord with the Catholic, Jesuit mission of Saint Louis University.
1.1.2
Explain how the mission of the athletics program relates to that of the institution as a whole.
The mission statement of Saint Louis University emphasizes the University’s Jesuit, Catholic identity: the pursuit of truth; a commitment to excellence; service to others; the development of leadership skills; and an educational environment which emphasizes valuing spirituality, and intellectual growth. These core characteristics are also reflected in the mission statement of the athletics program, which “supports and fosters a positive educational and athletic experience,” is “built on the principles of integrity, gender equity, academic excellence and athletic achievement,” and fosters “the overall development of the person (mind, body, and spirit) in accord with the Jesuit tradition and the mission of Saint Louis University.” There is more than verbal coherence between the two mission statements. Saint Louis University’s
Jesuit, Catholic mission pervades the University, and student-athletes have opportunities to enact this mission in signal ways. Being a student-athlete at Saint Louis University means that one chooses to show leadership and service to others on the sports field as well as in the classroom. Student-athletes, then, exemplify another characteristic of Jesuit education - a belief in “the magis
,” or doing more.
1.1.3 Describe how and to whom the athletics program’s mission statement is circulated.
The Department of Athletics' Mission Statement is distributed to the student-athletes through the Student-Athlete Handbook, which is published annually and given to each student-athlete at the start of the fall semester.
A hard copy of the mission statement is given to each Department of Athletics employee at one of the staff meetings at the start of the academic year. In the past, though not as a common practice, the Director of Athletics has started the monthly staff meetings by reading the mission statement aloud. The mission statement is periodically reviewed by the Athletic
Advisory Committee.
1.1.4
Describe briefly, using specific examples, how the athletics program’s mission and goals are or are not supported by the actual practices of the athletics program.
The Department of Athletics has demonstrated its commitment to its mission by recognizing student-athletes as “students first.” As with other students enrolled at the University, academic concerns are expected to take priority over other activities. Saint Louis University
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also has a strong commitment toward service to others; the athletic department supports this commitment by encouraging coaches to organize outreach activities within the community for their teams. Student-athletes also participate in a wide variety of University-sponsored activities and organizations, which enhance their total educational experience.
The athletic department clearly is dedicated to the academic development of its studentathletes. This is unequivocally stated in the department’s
Policy and Procedures Manual where academic policies are spelled out: “These guidelines have been set to help the studentathlete graduate. The athletic staff has a genuine desire to see each athlete succeed in the classroom - as well as in athletic competition.” Interviews with members of the department indicated that this is the pervasive attitude, from student to coach through administrative staff.
This dedication has been well rewarded. Both individual students and teams have earned a wide variety of academic awards (Appendix 1). For the seven years that it has been a member of Conference USA, Saint Louis University has been named as the Conference’s recipient of the Institutional Excellence Award, an honor presented annually to the member school whose athletes have attained the highest grade point average (GPA). The aggregate
GPA of Saint Louis University’s student-athletes has steadily improved over the last three years from 3.12 to 3.22 to 3.28. A comparison of spring semester grades for the same years shows a steady improvement in the percent of students with GPAs of 3.0 and above, from
68% to 73% to 77%, respectively. A consistently large number of students have been named to Conference USA’s Commissioner’s Honor Roll (GPA ≥ 3.0) with 112, 113, and 155 students for the past three years. Even more impressive is the number of students who have earned the Commissioner’s Academic Medal by maintaining cumulative GPAs of 3.75 or above; during the last two years there were 23 and 27 students respectively who earned this award, and this year 45 students qualified for the honor. (Note that the number of studentathletes in the last three years has been 245, 260, and 270.)
In addition to the honors mentioned above, a measure of the success of the efforts of the student-athletes and the athletic department is that Saint Louis University ranked 69 th
of 303
Division I schools when comparing the six-year graduation rate of student-athletes and nonathletes for the entering class of 1994 ( U. S. News and World Report , March 18, 2002).
Seventy-one percent of student-athletes graduated within the six-year period, a rate 4% higher than the overall student body.
These numbers are not the result of an easy curriculum. Rather, they are due to hard work by the athletic department and the student-athletes. Academic expectations are spelled out in the
Student-Athlete Handbook , and the Athletic Department Director of Academic Services
(ADDAS) works closely with the students and coaches to spot academic difficulties and offer assistance when needed. A study hall/computer lab is provided for student-athletes, and laptop computers are available when the teams are on the road. Tutors are also available for those who need more extensive help. Guidelines in the Policy and Procedures Manual have been designed to make student-athletes more accountable for their academic success, and to impose appropriate sanctions on those who do not meet expectations.
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Coaches have arranged an assortment of outreach activities within the community for members of their teams (Appendix 2). Activities include visits to hospitals and schools, participation in fundraising activities for charities and soccer programs for special-needs children. Even though participation in these activities is not required, there is a high rate of participation by the student-athletes.
Somehow, quite a number of student-athletes also find time to participate in a variety of other activities. A survey of seven teams and the members of the Student-athlete Advisory
Board (SAAB) (Appendix 2) indicates that student-athletes spend time as mentors and tutors for children at neighborhood centers and volunteers at day-care centers, soup kitchens, food pantries, and hospitals. They are active in Amnesty International, Habitat for Humanity and a wide variety of church activities. Many participate in organizations related to their majors; others are members of honor societies, fraternities and sororities. In short, they participate in a extensive range of activities, just as the other students at Saint Louis University.
University athletic events help to build a sense of community on campus and among alumni and other supporters of the University. Through local, regional and national media appearances, sports becomes an important vehicle for the University's work in institutional advancement, alumni relations, recruitment, development and public relations.
Operating Principle 1.2 Institutional Control, Presidential Authority and Shared
Responsibilities.
1.2.1
Based upon the institution’s experience in the last three years, list the decisions related to inter-collegiate athletics in which the institution’s governing board or individual board members have been significantly involved (if any).
One member of the Board of Trustees has been the chairman of the executive committee of the board of directors of the Billiken Club (the University booster club) and, as such, is heavily involved in fund-raising, promotion, and other activities surrounding Billiken athletics. He has also been invited to join search committees or interview panels for key members of the Department of Athletics staff. The most recent example is his involvement in the interviews of finalists for the head coach for men’s basketball, who was hired in April
2002.
The Chairman of the Board of Trustees has advised the President regarding the feasibility of building a new campus events center, and on the compensation package for key athletic department personnel.
Minutes from meetings of the Board of Trustees document two occasions in the past three years in which the full board has discussed matters related to intercollegiate athletics. The first is documented in the minutes from the Board of Trustees meeting on May 1, 1999, when the Athletic Director reported the highlights of the current academic year for student-athletes and Billiken athletic programs. In addition, he introduced the head coach of the Billiken men's basketball team. The second was in the meeting on May 4, 2002, at which a resolution was passed by the board to initiate a feasibility study of a campus events center. Also at this
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meeting, the newly appointed head basketball coach described his plans for the team.
On several occasions, the executive committee of the board discussed athletics, typically in terms of coaches' compensation.
Many trustees of Saint Louis University are season ticket holders for such Billiken sports as men’s and women’s basketball, men’s and women’s soccer, and women’s volleyball. They are kept informed and invited to attend athletic events and recognition events for the athletes.
They and other members of the Saint Louis University community receive regular messages via e-mail that keep them updated on the academic and competitive successes of Billiken student-athletes.
1.2.2
Based upon the institution’s experience in the last three years, list the decisions related to intercollegiate athletics in which the institution’s chief executive officer has been significantly involved.
Father Biondi, President of Saint Louis University, has been involved in the following ways during the past three years:

Annual review of the budget of the Department of Athletics.

Annual review of the salaries of members of the Department of Athletics.

Development of a compensation plan for Director of Athletics.

Periodic review of the feasibility of building an athletic facility (arena) on campus.

Discussion with Board of Trustees members leading to the passage of a board resolution to allow a feasibility study of pursuing a campus events center that could be used for intercollegiate athletic competitions.

Approval of on-campus facilities for a soccer stadium, baseball and softball fields, and tennis complex.

Interviewing finalists for key positions, such as head coach for men's basketball
(April 2002).

Attendance at the Conference USA Presidents' meetings.

Attendance at the NCAA Presidents' meetings.
1.2.3
Describe the process by which the institution makes major decisions regarding intercollegiate athletics. In so doing, describe the role and authority of the institution’s governing board, the chief executive officer, the athletics board or committee (if one exists), the faculty athletics representative(s), the director of athletics, and any other appropriate campus constituencies (e. g., faculty, students, institutional personnel involved in rulescompliance activities) in this process. Please provide the composition of the athletics board or committee (including titles and positions).
The process employed in decision-making regarding intercollegiate athletics at Saint Louis
University uses the existing lines of authority, responsibility and accountability within the institution, within the Department of Athletics itself, and between the Department of
Athletics and the University. The particular issue being addressed determines which people,
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offices and/or committees would be engaged in a specific decision-making process. A distinctive feature of the decision-making processes for athletics at Saint Louis University is the availability of senior University administration, including the University President, to participate in these processes as needed.
Decisions involving intercollegiate athletics have followed traditional decision-making processes and institutional lines of authority. The role and authority of key persons in intercollegiate athletics decisions (e.g., the Board of Trustees, the University President,
Athletic Advisory Committee, Faculty Athletics Representative, Director of Athletics) are clear and unambiguous. The most momentous decisions regarding intercollegiate athletics
(e.g., changing athletic conferences or moving games to new facilities) are brought to the attention of the Board of Trustees for information or authorization by the President or
Provost.
The Director of Athletics, in consultation with the Provost and the Faculty Athletics
Representative, identifies issues and submits recommendations to the President. Items which may have a significant impact on University assets or the fundamental direction of the athletics program are discussed by the President, the Provost and other members of the
President’s Coordinating Council (the PCC).
1
After the administration reaches a final decision, these items are then presented for final approval to the Board of Trustees.
The Board of Trustees also receives periodic reports from the President, the Provost and
Director of Athletics on the academic and athletic accomplishments and progress of the
University’s student-athletes and teams. The Board of Trustees and University administration recognize that such information is important to institutional planning because of the ancillary benefits and areas that may be impacted such as admissions, fund raising, and public relations.
The Faculty Athletics Representative and the Athletic Advisory Committee are consulted by the President and Director of Athletics about policies and issues affecting intercollegiate athletics.
The Athletic Advisory Committee (AAC) provides input primarily in the areas of academics, rules compliance, student-athlete welfare and equity issues. The advisory committee represents the broad interests of the University and is composed of individual faculty and administrators. The Director of Athletics and Senior Woman Administrator (SWA) serve as ex-officio members. The 2001 - 2002 membership list of the Athletic Advisory Committee is in Appendix 3.
1 The PCC consists of the President, Provost, Vice President and General Counsel, Vice President for Business and Finance and Treasurer, Vice President for Human Resources, Vice President and Chief Information Officer,
Vice President for Student Development, Vice President for Development and University relations, Vice
President for University Mission and Ministry, Vice President for Facilities Management and Civic Affairs,
Vice President for the Madrid Campus, a dean (rotating position), Associate Vice President for Marketing and
Communications, Assistant to the President, the Faculty Senate President, the Staff Advisory Committee Chair and the Student Government Association President.
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The Student-Athlete Advisory Board (SAAB) provides input on issues related to studentathlete welfare and intercollegiate athletics. The SAAB is comprised of student-athletes from each intercollegiate team who are chosen by their peers. Serving as ex officio members on the SAAB are the Director of Athletics, the Senior Woman Administrator and the Faculty
Athletics Representative. The 2001 - 2002 membership list of the SAAB is in Appendix 3.
1.2.4
Please attach an institutional organizational chart and an athletics department organizational chart.
The institutional and athletics department charts are provided in Appendix 4.
Operating Principle 1.3. Rules Compliance
1.3.1
Describe how the activities of the institution’s athletics booster groups, support groups and other representatives of the institution’s athletics interests are maintained under the clear control of the institution, including whether institutional personnel serve on booster-club, support group or foundation boards.
The Billiken Club, formed during the 1991-1992 academic year, is the University’s umbrella organization for booster groups supporting the Department of Athletics. The specific purpose of the club is to organize and unite alumni and friends of the University and the Department of Athletics in accomplishing a variety of activities: fund-raising, promoting ticket sales and attendance for basketball and soccer games, providing assistance in raising scholarship funds for student-athletes, and sponsoring other athletically-related activities as recommended by the Billiken Club executive committee. Groups oriented toward individual sports, such as the
Tip-Off Club, Friends of Soccer and the Diamond Club, are subgroups of the Billiken Club rather than independent organizations.
The following system of checks and balances exists to ensure that the Billiken Club is operating under University auspices:

All nominations for the Billiken Club board of directors (the external resource board) and its subset, the Billiken Club executive committee, must be approved by
University administration; the chairperson of the executive committee reports to the
Director of Athletics.

The Director of Athletics, the Assistant Athletic Director for Finance and
Development and the Director of Athletic Development serve as ex-officio members of both the Billiken Club Board of directors and its executive committee. The
Director of Athletic Development also serves as the director of the Billiken Club.

The by-laws of the Billiken Club state that members and officers of the board of directors and its executive committee are required to "adhere to University and
NCAA regulations" and "The violation of any NCAA rule by any [members or] officer(s) shall be cause for the immediate removal … from the Billiken Club."

All fundraising events are promoted through and controlled by the University.
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
All proceeds, tickets, and revenues are processed and deposited through established
University accounts; no expenditures from the Billiken Club account can be allocated unless authorized by the Director of Athletics or his/her designee.

All gifts are processed using the procedures spelled out in the Department of
Athletics Policy and Procedures Manual .

Annual external and internal audits are performed on all athletic department accounts, including the Billiken Club account, the Tip-Off Club account, the Friends of Soccer account, and other team specific development accounts.
The head coach of each individual sport may schedule one fundraising activity per year for his/her sport. A written description of the activity must be submitted by the coach for approval by the Director of Athletics and the Assistant Athletic Director for Finance and
Development.
1.3.2
Identify, using an organizational chart or flowchart, how the institution has organized itself to maintain compliance with NCAA rules. Specify the individual (other than the institution’s compliance officer/coordinator) who the CEO designates as being responsible for the institution’s rules compliance. Also, include a description of the reporting lines for and responsibilities assigned to the faculty athletics representative, director of athletics, compliance coordinator (if any), coaches, and other key individuals inside and outside athletics (e. g., administrator monitoring permissible recruiting activities, registrar, financial aid officer, admissions director, internal auditor) who are responsible for documenting and monitoring compliance with NCAA rules.
This organizational chart is given in Appendix 4.
Compliance with NCAA rules is a shared responsibility among all persons involved with intercollegiate athletics; however, the Faculty Athletics Representative has been given the primary responsibility for oversight of rules compliance. Decision makers and advisors have clear lines of accountability for rules compliance. Periodic compliance reviews performed by an associate commissioner of Conference USA identify areas of concern and provide recommendations for corrective action. The Director of Compliance works closely with the
Faculty Athletics Representative to ensure the University abides by NCAA rules.
The specific responsibilities and reporting lines of key personnel who are responsible for ensuring compliance with NCAA rules are as follows:

The President reports to the Board of Trustees and has ultimate authority and control over all matters related to athletics.

The Faculty Athletics Representative reports to the President and is responsible for oversight of academic policies and procedures and institutional compliance and coordinates with the Director of Compliance to investigate potential NCAA violations.

The Provost reports to the President and is responsible for all policies and procedures related to the welfare of students and all internal activities associated with
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intercollegiate athletics.

The Director of Athletics reports to the Provost and is responsible for overall operations of the Department of Athletics.

The Senior Woman Administrator reports to the Director of Athletics and oversees the activities of the Director of Compliance.

The Director of Compliance reports to the Senior Woman Administrator and is responsible for monitoring compliance with NCAA rules, including development and implementation of policies and procedures for prevention, reporting, investigation, and disposition of NCAA rules violations. The Director of Compliance is also responsible for rules education of all persons and constituents associated with athletics.

The Assistant Director of Athletics for Finance and Development reports to the
Director of Athletics and is responsible for monitoring financial activities to ensure compliance in such areas as recruiting, booster groups, camps and clinics.

The Assistant Director of Athletics for External Operations reports to the Director of
Athletics and is responsible for monitoring corporate sponsorships, ticket operations, and all external activities associated with intercollegiate athletics.

The ADDAS reports to the Senior Woman Administrator and is responsible for monitoring the academic progress of student-athletes.

The coaches report to the Director of Athletics or the Senior Woman Administrator or the Assistant Director of Athletics for External Operations. They are responsible for compliance with NCAA rules in their area and to self-report any potential or actual violations.

The Director of Undergraduate Admissions reports to the Associate Provost for
Enrollment and Academic Services and is responsible for ensuring institutional and
NCAA standards regarding initial and transfer eligibility.

The Director of Scholarship/Financial Aid reports to the Associate Provost for
Enrollment and Academic Services and is responsible for monitoring and awarding institutional financial assistance to student-athletes based on NCAA criteria.

The University Registrar reports to the Associate Provost for Enrollment and
Academic Services and is responsible for monitoring continuing eligibility and degree completion requirements.
Clear reporting lines and timely dissemination of information through such vehicles as manuals and information sessions have enhanced the Department of Athletics’ ability to carry out its responsibility to communicate with pertinent audiences. University constituencies who have affiliation with student-athletes are kept informed of NCAA, institutional and conference rules, regulations and policies.
1.3.3
Describe the institution’s rules-education efforts for student-athletes, athletics department staff members, other institutional staff members and representatives of the institution’s athletics interests.
A variety of meetings are held to educate various groups about NCAA guidelines, rules and regulations. Sessions might involve fairly large diverse groups, small groups with specialized
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interests or, on occasion, an individual.
An orientation meeting is held at the beginning of the academic year with all student-athletes, coaches and Department of Athletics administrators. During the meeting a Student-Athlete
Handbook , updated annually and containing NCAA guidelines, is distributed to the studentathletes and staff. Before each season, individual team meetings take place at which NCAA rules and regulations are reviewed by the Director of Compliance. Follow-up education and information sessions are conducted on a continuing basis throughout the year. A meeting is held with all student-athletes before the start of the summer vacation period detailing NCAA rules governing summer work, camps, and summer practice regulations.
Mandatory monthly compliance meetings for all coaches are held under the direction of the
Director of Compliance. At these hour-long sessions, new legislation and rules education on timely issues are discussed.
Mandatory quarterly compliance meetings for all department staff are held under the direction of the Director of Compliance. These hour-long sessions focus on the staff’s continuing role in rules compliance and educate the staff on new issues affecting collegiate athletics.
When new NCAA legislation is passed that affects various offices within the University, the
Director of Compliance holds an update session for those affected. Also, the Director of
Compliance holds an annual meeting detailing general NCAA guidelines with the following offices within the University: financial aid, admissions, academic services, student educational services (SES), residence life, registrar and board of undergraduate studies.
The education of student-athletes, departmental staff and University personnel regarding
NCAA policies and procedures also includes:

Discussions with members of the Student Athletic Advisory Board (SAAB) and the
Athletic Advisory Committee.
 Distribution of “NCAA News” to coaches on a biweekly basis; interpretations of rules and legislation from the NCAA and the conference office are given to staff as needed.
 Distribution on a weekly basis of the “NCAA Rule of the Week” to all members of the department and all coaching staff members by the Director of Compliance.
 Distribution on a weekly basis of the “Recruiting Tip of the Week” to all coaching staff members by the Director of Compliance.

Quarterly publication of compliance information in the Billiken Club Newsletter, which is sent to all Billiken Club members.

A semi-annual open forum to discuss compliance matters with the Billiken Tip-Off
Club.

Providing all athletic representatives of the program a pocket-sized guide of NCAA rules and regulations regarding student-athletes.

An established presence of the Director of Compliance at all major gatherings of
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athletic representatives, such as awards banquets and golf tournaments. The Director of Compliance is available for questions at these functions.
Finally, an open-door policy by the Director of Compliance extends to all coaches and staff so that they may receive interpretations in a timely manner as situations arise.
1.3.4
Describe the procedures used by the institution to monitor student-athlete employment in
compliance with NCAA legislation.
Academic Year Employment: At the beginning of each year the Director of Compliance reviews with all student-athletes the NCAA regulations and institution’s policies and procedures regarding employment. Much of this information is also included in the Student-
Athlete Handbook . The student-athlete must sign the certification section of the Academic
Year Employment Form as shown in the Department of Athletics Policy and Procedures
Manual . Before starting a job, the student-athlete must complete the top portion of the employment form, review the statements, verify the accuracy with his/her signature, and submit the form to the Director of Compliance. The Director of Compliance records the permissible amount of earnings and forwards the form to the employer. Once the form has been signed by the employer and approved by the Department of Athletics personnel, the student-athlete is permitted to begin work. A copy of the form is sent to both the studentathlete and the coach. Options for monitoring employment include, but are not limited to, requiring student-athletes or employers to submit pay stubs or report earnings to date periodically throughout the academic year.
Summer Employment: Prior to summer vacation, the Director of Compliance reviews with the student-athlete the institution’s procedures for monitoring summer employment. The student-athlete certifies that he/she understands the NCAA regulations regarding employment by signing the Summer Vacation Employment Form as shown in the
Department of Athletics Policy and Procedures Manual . Before starting a job the studentathlete must complete the top portion of the Summer Vacation Employment Form, review the statements, verify the accuracy with his/her signature, and submit the form to the Director of
Compliance. The Director of Compliance either approves the proposed work with his/her signature or, if the job is related to athletics or was set up by an athletics representative, forwards the form to the employer for his/her signature. In the latter case, the Director of
Compliance will sign the form upon approval from the Department of Athletics personnel.
1.3.5
Describe, using specific examples, how the institution ensures that rules compliance is a central element in personnel matters. Also, please provide the following items for individuals inside and outside the athletics department who are involved in rules-compliance activities:
(a) job descriptions, (b) contracts or letters of appointment, (c) personnel evaluation criteria and, (d) philosophy statements and other applicable sections of policy manuals.
Interviews with staff in and outside of the athletic department 2 revealed an unambiguous
2 The following were interviewed: Faculty Athletics Representative, Director of Compliance, Assistant Athletic
Director for Finance and Development, Assistant Athletic Director for External Operations, ADDAS, Women's
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understanding of the expectation of commitment to NCAA rules and regulations. Staff in the athletic department understood both the necessity and requirement of attendance at compliance meetings. This understanding and commitment to rules compliance is apparent to student-athletes.
The critical need to pay attention to NCAA rules and regulations has been emphasized in several ways. The most frequently mentioned sign that one should be committed to rules compliance was simply the pervasive attitude in the department and University; this is the way Saint Louis University expects things to be done. More tangible modes of emphasis also exist. Attendance at compliance meetings and careful attention to compliance issues are part of the yearly evaluations of athletic department staff (Appendix 5). While most staff do not have employment contracts or letters of agreement, job descriptions of staff in the athletic department contain statements concerning the expectation of attention to NCAA, Conference
USA and University rules and regulations. Sample job descriptions can be found in Appendix
5.
Each contained statements regarding expectations that NCAA, Conference USA and
University rules and regulations would be followed (Appendix 5). The "Athletic Philosophy" presented in the Student-Athlete Handbook (2001-2002) contains the statement (p. 5): "Saint
Louis University's administration and the Department of Athletics are committed to a philosophy of conducting and administering its intercollegiate athletics program in a manner consistent with the constitution, bylaws, policies, rules and regulations of the NCAA,
Conference USA and the Judeo-Christian values and mission of Saint Louis University."
1.3.6
Please attach written policies and step-by-step procedures that include assignment of specific responsibilities pertaining to the area of rules compliance in critical and sensitive
areas, including, but not limited to, eligibility certification, investigation and self-reporting of rules violations, monitoring financial aid and monitoring recruiting (if not included elsewhere in the report).
Written policies with step-by-step procedures concerning the areas listed below are included in Appendix 6. These policies and procedures are kept in the Department of Athletics; the last one listed is also in the Department of Athletics Policy and Procedures Manual .

Compliance Responsibilities and Procedures for Admissions: Evaluation of
Freshman Protocol

Certification of Initial Eligibility of Transfer Student-athletes

The Procedure for Certifying the Continuing Eligibility of Student-athletes at Saint
Louis University

Compliance Responsibilities and Procedures for University Registrar

Compliance Responsibilities and Procedures for Financial Assistance

Policies and Procedures for Reporting, Investigation and Disposition of Allegations of Violations of NCAA Rules
Soccer Coach, two student-athletes, Director of Scholarship/Financial Aid, University Registrar, Admissions
Program Coordinator for NCAA student-athletes.
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1.3.7
Please attach documentation related to periodic evaluation of the institution’s rules- compliance program by an authority outside of athletics.
Conference USA carries out compliance reviews every three years. The reviews for 1999 and 2002 are included in Appendix 7.
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Evaluation and Plans for Improvement
1.1
Mission of the Athletics Program and the Institution a. Does the institution demonstrate that the mission and goals of the athletics program:
(1) Relate clearly to the mission
and goals of the institution?
(2) Support the educational
objectives, academic pro-
gress and general welfare of
student-athletes?
(3) Support equitable opportuni-
ty for all students and staff,
including women?
(4) Support equitable opportuni-
ty for all students and staff
who are minorities?
(5) Embrace the Association’s
principles of sportsmanship
and ethical conduct?
(6) Are widely circulated among
the institution’s internal and
external constituencies?
Currently
X
X
X
X
X
X
Found On
5
5-7
5
(and refer to
Equity, Welfare
& Sportsmanship chapter)
5
(and refer to
Equity, Welfare &
Sportsmanship chapter)
5
(and refer to
Equity, Welfare &
Sportsmanship chapter)
5
Currently
If Currently
No or If
Deficiencies
Exist, Indicate
Plan For
Improvement
Number
N o
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b. Does the institution demonstrate
that the actual practices of the
institution’s athletics program
are consistent with the athletics
program mission and goals?
X 5-7
On the basis of the yes/no answers above and the plans for correcting deficiencies below, is the institution in substantial conformity with Operating Principle 1.1
Yes
X
Currently
No
(Mission of the Athletics
Program
and the Institution)?
1.2
Institutional Control, Presidential Authority and Shared Responsibilities.
If Currently
No or If
Found On Currently
Deficiencies
Exist, Indicate
Plan For
Improvement
Number
N o
Does the institution demonstrate that: a.
The institution’s governing board provides oversight and broad policy formulation for intercolle- giate athletics in a manner con- sistent with other units of the institution? b.
The chief executive officer is as- signed ultimate responsibility and authority for the operation and personnel of the athletics program?
X
X
7-8
8
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c.
Appropriate campus constituen- cies have the opportunity, under the purview of the chief execu- tive officer, to provide input into the formulation of policies relat- ing to the conduct of the athletics program and to review periodical- ly the implementation of such policies?
X 8-9
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b.
In critical and sensitive areas, c.
On the basis of the yes/no answers above, is the institution in substantial conformity with Operat- ing Principle 1.2 (Institutional
Control, Presidential Authority and
Shared Responsibilities)?
Yes
X
1.3
Rules Compliance.
Currently
No
Found On
Does the institution demonstrate that: a.
It has in place a set of written policies and procedures that assign specific responsibilities in the areas of rules compliance, including assignment of direct accountability for rules compli- ance to the individual the chief executive officer assigns overall responsibility for the athletics program? institutional compliance proce- dures provide for the regular participation of persons outside of the athletics department?
Rules compliance is the subject of an ongoing educational effort?
X
X
X
10-11
11&
14-15
12-13
Currently
If Currently
No or If
Deficiencies
Exist, Indicate
Plan For
Improvement
Number
N o
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d.
A clear and unambiguous com- ment to rules compliance is a central element in all personnel matters for individuals involved in the intercollegiate athletics program?
X 14 e.
At least once every three years, its rules-compliance program is the subject of evaluation by an authority outside of the athletics department?
On the basis of the yes/no
X
Yes
X
No answers above, is the institution in substantial conformity with Operat- ing Principle 1.3 (Rules
Compliance)?
Although the institution is in substantial conformity with the Operating Principles related to Governance and Commitment to Rules Compliance, the plans for improvement, on the following page, were suggested and adopted by the steering committee and have been adopted by the institution.
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Issues/Operating
Principle
Compliance Environment
Rules Education
Measurable
Goals
PLANS FOR IMPROVMENT
Steps to achieve
Goals
Individual
Offices
Responsible
Reporting functions of the director of compliance and faculty athletic representative.
Documentation of all compliance related tasks.
Conduct NCAA educational sessions with booster groups.
Conduct NCAA educational sessions with institutional personnel outside the department.
Education of parents and student-athletes concerning professional opportunities.
Increase educational efforts aimed at incoming studentathletes.
Amend the current organizational chart to create the proper reporting functions.
Establish a stepstep process of all compliance related tasks in a manual. Include people inside and outside the department.
Develop a calendar of dates and locations of booster group gatherings.
Set a date and time when these standing meetings need to take place.
Create educational materials on agents, gambling, financial aid, eligibility & academic standards.
Develop a one page over view of compliance steps for students to follow prior to enrollment.
Faculty Athletic Rep
Director of Athletics
Senior Woman
Administrator
Director of
Compliance
Director of
Compliance
Director of
Development
Senior Woman
Administrator
Director of
Compliance
Director of
Compliance
Senior Woman
Administrator
Director of
Compliance
Timetable for
Completing the Work
July 2003
July 2003
August 2003
August 2003
July 2004
May 2003
Means for
Funding
None necessary
None necessary.
None necessary.
None necessary.
None necessary.
None necessary.
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Subcommittee Members
Dr. Donald Brennan (Chair)
Ms. Cindy Anzelmo (Ex Officio)
Ms. Peggy Edwards
Mr. John Jaffry
Rev. John Kavanaugh, S.J.
Mr. Brandon Rochon
Dean of the Graduate School
Director of Academic Services,
Athletics Department
Chair, Clinical Laboratory Sciences
University Registrar
Professor of Philosophy
Student Representative
Dr. Michael Ross (Ex Officio)
Dr. Denise Sleet
Alan Weinberger, Esq.
Dr. Thomas Westfall
Professor, Psychology
Faculty Athletics Representative
Assistant Director of Academic Services
Professor of Law
Chair, Pharmacological and Physiological
Sciences
Dr. Nina Westhus Assistant Professor of Nursing
Introduction
This report reflects the work and conclusions of the Academic Integrity Subcommittee. In addition to the initial orientation meeting, the subcommittee met several times to review the information currently on hand and divide field data collection duties. The subcommittee also met to draw conclusions from the assembled information. The subcommittee found excellent cooperation and openness from all the members of the Department of Athletics and other persons within the University. All documentation and records were readily available and provided to the subcommittee when requested. Accurate and complete information was available to address self-study information needs about student-athlete integration with the student body, admissions and graduation, academic authority and support, and scheduling.
This report begins with a summary of the data with regard to each of the ten self-study items from the NCAA 2001-2002 Self-Study Instrument. Following that is the “Evaluation and
Plan for Improvement.” Minutes of the subcommittee meetings, field notes, and other documents addressing each of the ten self-study items will be made available to the site visit team. It should be noted that Saint Louis University has received the Conference USA’s
“Institutional Award for Academic Excellence” for seven consecutive years.
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ACADEMIC INTEGRITY
Previous Certification Self-Study
1. List all “corrective actions,” “conditions for certification” or “strategies for improvement” imposed by the NCAA Division I Committee on Athletics Certification in its first-cycle certification decision (if any) as they relate to academic integrity issues. In each case, provide: (a) the original “corrective action,” “condition,” or “strategy” imposed; (b) the action(s) taken by the institution and the date(s) of those action(s); and (c) an explanation for any partial or non-completion of such required actions.
Saint Louis University had no “corrective actions”, “conditions of certification” or “strategies for improvement” imposed by the NCAA Division I Committee on Athletics Certification in its first-cycle certification decision in the area of academic integrity.
2. List all actions the institution has completed or progress it has made regarding all plans for improvement/recommendations developed by the institution during its first-cycle certification process in the academic integrity area. Also, describe any additional plans for improvement/recommendations developed by the institution since the first-cycle certification decision was rendered by the Committee on Athletics Certification. Specifically include: (a) the original plan; (b) the action(s) taken by the institution; (c) the date(s) of the action(s); (d) actions not taken or not completed; and (e) explanations for partial completion.
Saint Louis University had no plans for improvement/recommendations reported in its firstcycle self-study report. During the self-study process, any areas that were identified as needing attention were addressed immediately and this work was completed before the selfstudy report was finalized. Therefore, there were no outstanding plans for improvement at the point of the Peer Review Team Visit and this fact was acknowledged in correspondence at the time of our first-cycle certification.
3. List all actions the institution has completed or progress it has made regarding required actions identified by the NCAA Committee on Athletics Certification during the institution’s interim-report process (if applicable) as they relate to academic integrity issues.
Specifically, include for each: (a) the required action, (b) the action(s) taken by the institution, (c) the date(s) of these action(s), (d) action(s) not taken or completed, and (e) explanation(s) for partial completion.
Because Saint Louis University was not required to do an interim report between certification cycles, there were no required actions of the NCAA Committee on Athletics Certification to which we had to respond.
Operating Principle 2.1 Academic Standards:
2.1.1
Describe the process by which student-athletes are admitted to your institution, and compare it to the process for admitting students generally. Give careful attention to key decision points (e.g., establishment of admissions criteria, approval of special admissions) in
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the processes and the individuals or groups involved at each point, including the role, either formal or informal, the athletics department plays (if any) in the admissions process of student-athletes .
When an applicant’s file is complete, the Office of Undergraduate Admissions reviews the file to determine the applicant’s eligibility for admission to the University. The Office of
Undergraduate Admissions places special emphasis on completion of a college preparatory program. In addition, college admission test scores (ACT/SAT), co-curricular activities, as well as other indicators of the applicant’s intellectual ability and character are reviewed. Admission consideration and notification are made on a continuing or “rolling” basis by most of the schools and colleges of the University, with the exception of some programs in the Doisy School of Allied Health Professions, the School of Nursing and
Parks College of Engineering and Aviation. If the student meets the minimum criteria, the admissions counselor acts upon the application immediately. The criteria for the admission of student-athletes are exactly the same as the criteria for any applicant to the University.
Applications of student-athletes may also consist of additional documentation from the
NCAA Clearinghouse. The Senior Woman Administrator submits an unofficial transcript and form to the Admissions Office liaison, requesting an “unofficial” evaluation of the records of prospective first-time freshman and transfer student-athletes. This pre-review is used to evaluate an athlete’s preliminary eligibility for admission. Similar pre-reviews are available for any prospective student.
According to the liaison between the Office of Undergraduate Admissions and the
Department of Athletics, student-athletes are subjected to the same rigors, and are set up against the same requirements that any other applicant to the University is required to fulfill.
The only contact within the Department of Athletics is with the Senior Woman
Administrator.
2.1.2
Compare the admission profiles of student-athletes who received athletes grants-in-aid with the profiles of students in general by submitting the following information for the three most recent academic years: average standardized test scores for freshman student-athletes who received athletics aid (by gender, by racial or ethnic group, and according to the eight sports groups listed in the NCAA Division I graduation rates disclosure form) and for all entering freshman students (by gender and by racial or ethnic group). [Note: use attachment
No. 1 and the graduation-rates disclosure form methodology to compile these data.]
Attachments Part I-A, Part I-B, and Part II present the GPA and test scores for all freshman students by gender and ethnic group and are provided in Appendix 1.
Admission profiles of student-athletes at Saint Louis University are comparable to those of the general student population. Analysis of the data by gender revealed that male studentathletes’ standardized test scores have increased slightly over the last three years. No significant differences were apparent in the most recent reporting year for student-athletes as compared to male students in general at Saint Louis University. Female student-athletes admitted to Saint Louis University over the last three years have slightly lower standardized
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test scores than women in general. Analysis of the data by race indicated that standardized test scores of black student-athletes are lower over the last three years as compared to the general black student population at Saint Louis University. Overall standardized test scores for white student-athletes are comparable to the general student population. The number of students in the other racial groups makes comparison impossible. The core GPA and test scores in men’s basketball are lower than the same scores for other athletes, but still fall within an acceptable range.
2.1.3a Please describe the process by which students may be admitted if they do not meet the institution’s standard or normal entrance requirements. This should include any second-level or subsequent review process or appeals procedures, which may be utilized when students are not automatically admitted because they do not meet the institution’s published entrance requirements.
All students must meet the minimum criteria for acceptance to Saint Louis University. The criteria are a 2.5 GPA and a 20 ACT (with no subsection lower than 19). When a student
(whether an athlete or not) falls below these criteria, his or her file is reviewed by an
Admissions Committee made up of deans, and other members of the Saint Louis University community. The Director of Student Educational Services stated that the Admissions
Committee affords each student deviating from the minimal admission criteria an individual review. The committee looks at several contributing factors including but not limited to: quality of the high school, and difficulty and relevance of high school curriculum. The
Admissions Committee may render one of the following decisions for the student: 1) admit the student, 2) admit the student with the provision that the student attend the Student
Educational Services summer program, 3) admit with the provision that the student attend the
Student Educational Services fall program, 4) admit with special advising in the Student
Educational Services office but no special program, or 5) deny admission to Saint Louis
University.
2.1.3b Compare and explain any differences between the percentage of freshman student- athletes receiving athletics aid who were admitted through any of the processes described in part (a) above and the percentage of freshman students generally who were admitted.
Provide these comparative data for the three most recent academic years. For studentathlete data information should be displayed for each of the sport groups, organized by year, and listed in the NCAA Division I Graduation-Rates supplemental form.
The number of student-athletes in the group for any of the three years is less than two.
2.1.4 List the step-by-step sequence of actions taken by particular individuals on your institution’s campus to certify initial eligibility for transfer student-athletes. Identify the individual(s) with final authority for certifying initial eligibility, and their title(s).
Certification of Initial Eligibility for Transfer Student-Athletes. a.
As early as one year from intended enrollment, the Senior Woman
Administrator obtains an unofficial transcript of a prospective transfer
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student-athlete from a Saint Louis University coach for an unofficial prereview by the University. b.
The unofficial transcript of the student is given to the liaison between the
Office of Undergraduate Admission and the Athletic Department, for an initial unofficial evaluation of the transferability of the student’s academic credit. c.
The transfer information is returned to the Senior Woman Administrator who conveys the information about transferability of credits and GPA to the respective coach of the prospective student-athlete. d.
If the prospective student-athlete plans to take summer courses, the planned course work is reviewed by Saint Louis University Admissions personnel, and the student is advised as to the transferability of those credits. e.
At the end of the fall semester, another unofficial evaluation of transfer credit is prepared by the Office of Undergraduate Admissions. f.
If the student-athlete is transferring from a junior college, the Office of
Undergraduate Admissions also makes the determination of his/her potential for receiving an Associate of Arts degree from the junior college. g.
If the student-athlete was a qualifier for intercollegiate sports by NCAA freshman initial eligibility standards, such qualification is confirmed by the
Senior Woman Administrator with the NCAA Clearinghouse of Initial
Eligibility. h.
Upon receiving the student-athlete’s application and/or receipt of official transcripts from the student-athlete’s previous college, official transfer credits are determined by the Office of Undergraduate Admissions in conjunction with the school to which the student is applying. The student-athlete must have at least 48 hours of transferable degree credit, with a minimum 2.0 GPA in transferable credit hours. i.
Transfer applicant materials are sent to the Registrar’s office by the Senior
Woman Administrator. The Associate Registrar prepares a degree audit for the student’s intended degree program(s). A summary of hours earned, hours needed, and percent of degree are noted on the degree audit, and then it is dated and initialed. Questions regarding the degree audit are clarified between the Director of Compliance for the Athletic Department and the Associate
Registrar, by phone and in writing. When additional clarification of degree requirements is necessary, the Associate Registrar contacts the Deans and departmental offices for further evaluation of transfer courses. j.
At the same time, the “Reporting Form to Determine Eligibility for Transfer
Students” (Appendix 2) is sent by the Director of Compliance to the athletics
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department at the student’s prior college. This form provides corroboration of the student’s academic status, as well as athletic participation, for the purpose of determining remaining years of eligibility. When the Saint Louis
University Department of Athletics receives this form back, it is sent to the
Office of Undergraduate Admissions. k.
Upon admission, the Admissions Transfer Coordinator determines if the prospective student-athlete is, by NCAA definition, a two-year transfer, a four-year transfer, or a 4-2-4 transfer and completes the appropriate form.
The Registrar makes an initial determination of the student’s eligibility under
NCAA 25/50/75 percentage degree requirement completion rule and notes the status on the form. The appropriate section is checked and completed, and the form, along with a copy of the transcript, is reviewed and then signed by the
Director of Undergraduate Admissions and the Associate Registrar. When all requirements are met and the form is signed by both of these university representatives, the student-athlete is considered eligible.
2.1.5
List the step-by-step sequence of actions taken by particular individuals on your institution’s campus to certify student-athletes’ continuing eligibility. Identify by name and title the individual(s) with final authority for certifying continuing eligibility.
The individuals at Saint Louis University responsible for certifying continuing eligibility for student-athletes are those whose names appear on the Conference USA Eligibility list, which is updated every semester and maintained in the office of the Senior Woman Administrator and in Conference USA headquarters. The names of these individuals and their titles, in order of appearance on the conference USA Eligibility list are:

Jay Jones, Director of Compliance

Shani Lenore, Director of Undergraduate Admissions

David Gerth, Associate Registrar

Michael J. Ross, Ph.D. Professor of Psychology and Faculty Athletics
Representative.
The procedure for certifying the continuing eligibility of student-athletes at Saint Louis
University and the individuals with whom these responsibilities rest is outlined below:
1)
The Director of Compliance is responsible for compiling the “Conference USA
Eligibility List” for each of the Saint Louis University teams. Because each eligibility list must be compiled and returned to the conference office before the first competition of the current year for each respective team, the “Eligibility Lists” originating with the Director of Compliance are sent to other University personnel for documentation/certification, approval, and signatures during August prior to the certifying fall semester. They are returned to the Director of Compliance for further action. (Appendix 3)
2) The Associate Registrar, with the Student Records Assistant, compiles the
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information necessary to complete full time enrollment, first semester in college, major, number of terms completed, degree relevant hours (25/75), percent of degree completed (25/50/75), and cumulative grade point average. After final review, the above listed certifying officials sign the “Conference USA Eligibility List”.
3) The liaison between Undergraduate Admissions and the Department of Athletics provides the eligibility documentation within the Office of Undergraduate
Admissions regarding incoming freshman student-athletes with the NCAA
Clearinghouse and incoming transfer students by providing one of three NCAA
Residence Requirement Waiver Summaries. (Appendix 4). Initial transfer information from the previous institution is gathered by the Director of Compliance and is shared with the Admissions liaison prior to the final certification. The liaison provides the necessary documentation to the Director of Undergraduate Admissions for their review and approval.
4) The Faculty Athletics Representative is responsible for review and oversight of academic eligibility for practice, financial aid, and intercollegiate competition. His responsibility includes ensuring that Saint Louis University has effective mechanisms, processes and procedures to ensure that decisions related to initial and continuing eligibility of student-athletes are made in a manner consistent with primary academic mission of Saint Louis University. His signature is secured on the
“Conference USA Eligibility List” last to provide a final oversight for the Director of
Compliance prior to sending it in to the Conference USA office.
5) Throughout the academic year, each respective university office continues to monitor the eligibility of each student-athlete. Degree audits (25/50/75) are produced a minimum of three times by the Associate Registrar for further progress. Calculation of the cumulative grade point average and relevant hours (25/75) are completed after the first semester grades are final. The Director of Compliance, in consultation with the Athletics Department Director of Academic Services, reviews these mid-year reports to monitor ongoing progress and meet in person with a particular coach and student-athlete if the proper progress is not maintained.
6) Upon completion of each academic year, if a student is declared ineligible, that student-athlete is notified by letter in which he or she is reminded of the NCAA regulations. The student is required to meet with the Department of Athletics’
Director of Academic Services, to discuss the number of credit hours needed, GPA, or requirement(s) for completion of the pursued degree needed to bring the studentathlete back in compliance. A copy of this letter is sent to the student-athlete’s coach and is retained in the Senior Woman Administrator’s files. An update of the overall academic status of the Department of Athletics is also presented to the Director of
Athletics and the Faculty Athletics Representative.
2.1.6
Please attach the institution’s official NCAA graduation rates report (institution’s two- page report) for the three most recent academic years for which this information is available.
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Please see Appendix 5.
2.1.7
Review the graduation rates for the student-athletes who received athletics grants-in- aid, various student-athlete subgroups and for students generally during the last three years, and comment on any trends or significant changes.
The three years studied are those from the freshman cohorts 1993-94, 1994-95 and 1995-96.
These are the most recent data available.
Table 2.1: Graduation Rates of Student-Athletes and All Students
All Students Student-Athletes
Freshman
Cohort Year
% Graduation in 6 years
Average %
Graduating in 6 years During
Prior 4 Cohorts
(Cumulative N)
% Graduation in 6 years
Average %
Graduating in 6 years During
Prior 4 Cohorts
(Cumulative N)
1993-94
1994-95
65
67
63
(3804)
65
72
71
68
(123)
69
1995-96 69
(4024)
66
(4205)
66
(143)
71
(157)
The graduation rate of those students exhausting eligibility is 96% over the last 10 years.
Comparison of the graduation rates showed that the student-athletes’ graduation rate continues to be higher than that of the general student population, except in the most recent cohort. The graduation rates for all students have shown slight increases while the graduation rates for student-athletes have declined over the same period. This trend will continue to be monitored, by the Faculty Athletics Representative, the Athletic Advisory
Committee and the Department of Athletics.
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Table 2.2: Graduation Rates of Student-Athletes and All Students, Controlling for Ethnicity
All University
Black Males
Black Male Athletes
All University
White Males
White Male Athletes
Year
1993-94
1994-95
1995-96
A
38
(24)
25
(20)
35
(17)
B
44
(302)
33
(91)
36
(85)
A
100
(1)
0
(1)
33
(3)
B
33
(6)
29
(7)
43
(7)
A B
65 62
(373) (1340)
66 63
(381) (1445)
67 66
(348) (1486)
A
63
(19)
64
(14)
50
(14)
B
64
(56)
66
(61)
67
(63)
All University
Black Females
Black Female Athletes
All University
White Females
White Female Athletes
Year A B A B A B A B
1993-94
1994-95
58
(55)
62
(45)
48
(212)
52
(201)
0
(1)
100
(2)
33
(3)
60
(5)
71 70
(468) (1663)
72 72
(489) (1753)
83
(18)
75
(24)
79
(58)
77
(67)
1995-96 62
(47)
57
(202)
100
(2)
71
(7)
74 72
(469) (1849)
75
(20)
Note: A = Percentage graduating within six years
B = Average percentage graduating in six years among four prior cohorts
75
(75)
Number in parentheses refers to total number of students in that category/cohort
The graduation rate for black male athletes is comparable to the graduation rate for black male students generally. In the most recent cohort, black male athletes have a higher average percentage (B) graduation rate (43% vs 36%) than the general black male population.
The white male athletes had a slightly lower graduation rate than the general white male population for students graduating in six years (A), except for the most recent cohort, and slightly higher graduation rate for the average (B) over the four prior cohorts.
The average percentage (B) graduation rate for black female athletes has been trending higher over the last two cohort years and is significantly higher than the rate for all black females (71% vs. 57 %) in the most recent cohort year.
The white female athletes have higher graduation rates overall, than the general white female population. There is a disparity between black and white athletes and non-athletes alike, which is more pronounced for men. (See Table 2.2).
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Table 2.3 Graduation Percentages (and Totals) of Student-Athletes by Sport
1993

1994 1994

1995 1995

1996
Sport
A
57
B
67
C
100
A
40
B
64
C
80
A
67
B C
67 80
Baseball (b) (e) (a) (a) (e) (a) (a) (e) (a)
Men's 100 27 53 0 30 57 25 38 44
Basketball (a) (c) (c) (a) (b) (c) (a) (b) (b)
Men's 100 100 100 100 100 100 100 100 100
CC/Track (a) (a) (a) (a) (a) (a) (a) (a) (a)
Men's 60 68 50 80 69 50 38 66 67
Other (b) (e) (c) (b) (e) (b) (b) (e) (b)
Women's 50 67 50 80 64 50 75 65 100
Basketball (a) (c) (a) (a) (c) (a) (a) (d) (a)
Women's 100 100 - 67 83 - 50 75 -
CC/Track (a) (a) - (a) (b) - (a) (b) -
Women's 79 76 83 79 77 82 83 78 79
Other (c) (e) (c) (d) (e) (c) (d) (e) (c)
Note: A = Percentage graduating within six years
B = Average percentage graduating in six years among three prior cohorts
C = Graduation rate three years after transfer
Values for Totals: a = 1-5; b = 6-10; c = 11-15; d = 16-20; e = greater than 20
Table 2.3 presents the graduation percentages of student-athletes by sport. Please note that the number of student-athletes represented in any given cell is variable, making comparisons difficult to interpret. The average percentage of men graduating in six years (B) ranges from 64–67 percent in Baseball, 66-69 percent in Other, 100 percent in CC/Track, and
27-38 percent in Men’s Basketball. The same data for Women indicate a range of 64-67 percent in Basketball, 75-100 percent in CC/Track, and 76-78 percent in Other. Clearly the graduation percentages of Men’s Basketball are lower than those for all Men and Women
Sport Groups, yet even the graduation percentages for Men’s Basketball are consistent with national data.
2.1.8
Describe the specific goal(s) that your institution has set for graduation of students generally and for graduation of student-athletes.
As part of the development of Saint Louis University’s Strategic Plan, the Division of
Enrollment and Academic Services has set a three year goal to increase the freshman cohort graduation rate to 70%. Student-athletes are included in this goal, and are held to the same standards according to Dr. Edwin B. Harris, the Associate Provost, Enrollment and Academic
Services.
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2.1.9
Please attach academic standards and policies contained in the university’s catalog/bulletin, athletics department manual, student-athlete handbook and/or institutional handbook for students. Describe exceptions, if any, to the institution’s regular academic standards and policies applicable to the general student body (e.g., good academic standing, definition of minimum full-time status) that are available to student-athletes.
Student-athletes are held to the same set of standards and policies as the general student population. The only exception is the policy on registration priority. The current policy states that, “Early registration dates will be published in the academic calendar of subsequent
Undergraduate Bulletins which will allow seniors to register first, followed by juniors, and then sophomores and freshmen.” (11/23/1992). This policy was amended with the following addition, “Disabled students and student-athletes will be allowed to register the day before other students in their respective classes.” (9/5/1996). ( The Undergraduate Catalog 2001-
2003 , pg. 50)
Operating Principle 2.2, Academic Support
2.2.1
Identify, using an organizational or flowchart, how the institution is organized to provide academic support and advising services to student-athletes (i.e., reporting lines and identification of who does what).
The following pages present organization charts describing the academic support and advising services provided to student-athletes and to transfer students. (Pgs.13 & 14)
2.2.2
Using the following program areas for academic support issues as examples, please describe: a.
The specific academic support services offered to student-athletes (if any); b.
Any policies that govern which students can use these services; c.
The mechanism by which student-athletes are made aware of these services; d.
The mechanism for periodic review and approval by academic authorities outside athletics of these services.
These services are promoted during orientation programs, academic advising appointments, student follow-up activities, and other informational activities for student-athletes. Any student-athlete may take advantage of these services.

Academic Advising – Academic advising is provided for all students through
Academic Services, the centralized advising office for new students, and through academic programs and departments. All students are assigned to a professional or faculty advisor. Students meet with their academic advisor to review academic progress, degree requirements, and to complete course registration. Studentathletes have the option to register the day before their classification registration date pending approval by their academic advisor.
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Student
Athletes
Student Educational
Services (SES)
Academic Services
Students admitted through SES are advised in SES. Advisors provide information about degree programs and support services.
SES provides on-going support to SES students.
Academic support services are provided by SES and made available to all students.
Central Advising Office for general admits.
Students are assigned to an academic advisor. Advisors provide information about degree programs and support services.
Honors Program
Pre-med Scholars Program
Students admitted to these programs are advised in the specific program office. Students continue to be advised regarding specific program requirements.
Advisors provide information about degree programs and support services.
Parks College
Students admitted to Parks
College degree programs are advised in the Parks
College academic departments.
Advisors provide information about degree programs and support services.
Academic School/College
Students are advised in the academic department of their degree program once they have declared their major and have been officially accepted by the department.
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Transfer
Student
Athletes
Academic School/College
Transfer students admitted directly into their degree program are advised in the academic department of
their degree program.
Advisors provide information about degree programs and support services.
Academic Services
Transfer students admitted to the
College of Arts and Science
(A&S) and the College of Public
Service (LP) are initially advised in the central advising office.
Advisors provide information about degree programs and support services.
Honor Program
Pre-professional Health
Studies Program
Transfer students admitted to these programs are advised initially in the specific program office. Students continue to be advised regarding specific program requirements and support services.
Parks College
Students admitted to Parks
College degree programs are advised in the Parks
College academic departments.
Advisors provide information about degree programs and support services.
A&S and LP students are advised in the academic department of their degree program once they have declared their major.
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Freshman Student-Athletes – Freshman student-athletes admitted through Student
Educational Services are assigned to an academic advisor who works with student-athletes.
Most freshmen are advised in Academic Services (central advising office),
Honors Program, or Pre-med Scholars Program for their first year or until they declare a major and are assigned a faculty advisor in the academic department.
Students admitted to Parks College are assigned to a faculty advisor in their degree program as they enter the University.
Transfer Student-Athletes – Transfer students admitted to the College of Arts and
Science (A&S) and Public Service (LP) are initially advised in Academic
Services (central advising office) until they have declared a major and have been officially accepted into their degree program. Transfer students admitted to
Business, Nursing, Allied Health, Parks College, and Social Work are advised within the academic department of their degree program.

Tutoring - Tutoring for a variety of subject areas is available through Student
Educational Services (SES) and the Athletic Department. Student-athletes are strongly encouraged at weekly team meetings and individual meetings with the
Athletic Department Director of Academic Services (ADDAS) to use tutoring.
Special emphasis is made to get student-athletes to attend tutoring sessions before the first exam if they are struggling with the information presented in class. If a student-athlete receives below a ‘C’ on an exam at any point during the semester, they are required to get a tutor. Tutoring through SES is open to all students
Monday-Friday, 10:00 a.m.-10:00 p.m.
Tutoring offered by the Athletic Department may be scheduled Sunday through
Saturday at any convenient time. Athletic Department tutors are upper class or graduate students who have prior experience in tutoring. The Athletic
Department pays $7.00/hr for undergraduate students and $9.00/hr for graduate students. Tutors meet with the ADDAS to review guidelines, policies and procedures. Tutors also learn how to handle situations they may encounter while working with athletes. Tutors are required to sign a form that states that they will not write papers or complete assignments for student-athletes or assist in the completion of any take home quizzes or tests.

Success Skills – Student Educational Services (SES) provides workshops on topics such as study skills, taking and reviewing notes, test taking strategies, and improving time management skills. Student-athletes are required to attend sessions as needed and recommended.
The ADDAS works with student-athletes on an individual basis to discuss topics such as time management, study skills, study habits, how to communicate with professors, and test taking skills.
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The Athletic Department also focuses on the development of the whole person.
Workshops on various topics including, but not limited to, alcohol use and abuse, career planning strategies, sexual assault/date rape, dealing with the media, and fiscal responsibility are offered by the Athletic Department and Student
Development departments throughout the academic year.

Study Hall - Study hall is available for all student-athletes and is administered by the ADDAS.
Student-athletes may be assigned to study hall in one of three ways: as an incoming freshman or transfer student, as a returning student-athlete who has a cumulative grade point average (GPA) of 2.2 or lower, or at the discretion of the
ADDAS and Head Coach. Study hall is located in the West Pine Gym next to the office of the ADDAS. The hours available for study hall are Monday-Friday 8:30 a.m.- 5:00 p.m., and Monday and Wednesday evenings from 7 p.m.- 9 p.m.
A computer lab is available in the Athletic Department for all student-athletes.
The computer lab is located in the study hall area in the West Pine Gym. The computer lab has 10-12 computers. Each carrel in the study hall area is equipped with a laptop computer. All student-athletes have access to laptop computers for use during road trips. This lab is similar to those available to any student throughout campus.

Freshman/transfer Orientation - Saint Louis University offers SLU 101 and SLU
301, orientation and registration programs for all incoming freshman and transfer students, respectively. During SLU 101 and SLU 301, students receive information about University policies and procedures, learn about their degree program requirements, and meet with their academic advisor to register for classes.
Student Educational Services (SES) offers a similar orientation program for the students admitted through SES prior to the start of the fall semester.

Academic Progress Monitoring and Reporting - The ADDAS also monitors the academic progress of student-athletes. Responsibilities include individual meetings with student-athletes, communicating with professors, providing progress reports, and communicating with academic advisors. Furthermore, student-athletes are monitored for academic progress like any other students.
Advisors’ and Deans’ Office staff consult with students who are not making satisfactory progress to facilitate compensatory measures.
The ADDAS meets weekly with student-athletes to discuss academic skills, study habits, and class performance. If necessary, appointments are made with tutors, professors or staff in the Writing Center. The ADDAS contacts professors by
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phone or email to follow up on academic performance. Progress reports are sent to faculty during the 5 th
week and 12 th
week of the semester to get additional feedback on attendance, quiz and test grades, and class participation. Attendance is checked by the coaching staff on their own or at the request of the ADDAS

Assistance for special academic needs
– Student-athletes with learning disorders may be evaluated in the Psychological Services Center located within the
Psychology Department. Results and recommendations are shared with the
ADDAS and with the Disability Coordinator in the Student Educational Services.
The Disability Coordinator facilitates all related services for students with disabilities.

Learning Assessments
Student-athletes admitted through Student Educational Services complete assessment and placement tests in reading, writing and math.
Freshmen and transfer student-athletes attending the SLU 101 and SLU 301 programs may complete placement tests in math or foreign language as recommended by their academic advisor or department.

Mentoring
Student Educational Services has a formal mentoring program for all students who are advised by their staff. Throughout the remainder of the University, however, there are no formal structures for the mentoring of undergraduate students. Informal mentoring takes place in various ways, but usually with department faculty once the student becomes interested in a major field.
Certainly students are mentored by individuals in various advising offices and by other members of the University faculty and staff, particularly by individuals in
Campus Ministry and Student Development. Mentoring and modeling also takes place informally between upper and underclassmen in the Athletic Department and graduate tutors often are mentors to the athletes.

Assistance for At-Risk Student-Athletes
Specific academic support services are available for “at risk” students. At-risk freshmen are admitted through SES and may participate in a six-week summer enrichment program designed to help students improve in reading, writing, math and study skills. At-risk student-athletes must meet with the ADDAS on a weekly basis, attend study hall for 6-8 hours weekly, meet with the Student Educational
Services academic advisor on a weekly or bi-weekly basis, complete an Academic
Contract with academic advisor, attend tutoring sessions, and attend academic skill workshops.
Students on academic probation advised in Academic Services must complete a probationary status contract, which requires students to meet with their academic advisor, utilize specific support services, and
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establish plans and grade goals to improve their academic standing.
Access to the Tutoring Center, Writing Center, Reading Resource Center and
Supplemental Instruction on various subjects is available to all students.

Post Eligibility Programs
Post eligibility programs or fifth-year degree completion scholarships are made available to student-athletes through the ADDAS. Student-athletes are made aware of these opportunities through team meetings and signs posted throughout the department. The intent and mission of the athletic program is to ensure degree completion opportunities to those who complete their academic and athletic obligations.
Policies that govern which students can use these services:
Any student may take advantage of the services available through three support departments on campus, while services in the Athletic Department are limited to student-athletes.
Mechanism by which student-athletes are made aware of services:

Student-athletes are initially made aware of the academic support services during the recruiting process when they meet with the ADDAS. At the beginning of each academic year, each team meets with the ADDAS to discuss the availability of support services. Weekly team meetings are held for in-season teams during the semester with the ADDAS, to update student-athletes on current academic information.

Services to all student-athletes are listed throughout the Student-Athlete
Handbook.
Current mechanism for periodic review and approval by academic authorities outside of athletics:
The athletic advisory committee and the Faculty Athletics Representative review the services offered to student-athletes.
Observations from speaking with three faculty members and five student-athletes
There is a high visibility and prevailing presence of the academic service team to the studentathletes, whether in soccer, basketball, or swimming. The Athletic Department itself has a study hall and a computer lab for the students. Six specialized study hours per week are required for all freshmen athletes, as well as required weekly hours for any student-athlete below a 2.5 GPA. There are also required study hours when the teams are on trips away from campus. The students report that the Senior Woman Administrator and the ADDAS have personal contact with all athletes, group and team meetings, and collaboration through the
Student Athlete Advisory Board (SAAB). Students are allowed to skip practice sessions for any important class, sometimes even leaving tournaments early to make important tests. An
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effective part of the program is not only the constant availability of tutoring for students, but the fact that outstanding scholar-athletes serve as tutors for fellow athletes, which enhances the sense of a community of scholars.
A particularly impressive instance worth mentioning is the fact that one of the administrators of academic services personally drove one of the pre-med students back to campus, an early departure from a road tournament game, to take special exams required for entry to medical school.
Every year at either a men’s basketball or soccer game, scholar athletes are publicly honored.
There is also a breakfast banquet for students with a 4.0 grade point average. These students are expected to invite one of their professors to the breakfast.
This concern to integrate the faculty into the life of the Athletic Department is mirrored in the conviction by faculty that our scholar athletes are closely monitored concerning their academic progress, their attendance in classes and the seriousness of the athletes themselves in making up for any class or work missed while on road trips. One humanities professor made it a point to emphasize that the outstanding present atmosphere is truly remarkable when compared to that of 15 years ago.
Operating Principle 2.3, Scheduling
2.3.1
Attach the institution’s written policies related to the scheduling of intercollegiate athletics competitions and practices and describe how they minimize interference with class time and examination periods.
Conference USA has policies designed to limit intercollegiate competition during midterm and final examinations. Saint Louis University abides by the conference policy. No formal, separate institutional policy exists regarding the scheduling of practice and competition; however, both practice and competition schedules are reviewed at the beginning of the fall and spring semesters by the Faculty Athletics Representative.
In preparing their seasons’ competitions, coaches are bound to the minimum and maximum numbers of contests (and participants) established by the NCAA. For example, the baseball team may play a maximum of 56 games (the minimum is 27 games) per year, to maintain
Division I sponsorship. Each of the competitive teams is regulated by similar requirements.
Conference schedules are prepared one to two years in advance by each coach and approved by the Senior Woman Administrator in accordance with NCAA guidelines. As a result of its adherence to the mean guidelines (but more often meeting the upper limit) of these requirements, the Department of Athletics is able to inform student-athletes of their competition schedules and provide copies of those schedules in order to notify their instructors of potential absences. Appendix 6 presents a typical letter sent to faculty informing them of anticipated absences in a given sport. Student-athletes are able to make adjustments in their academic course schedules if an instructor finds student-athlete absences objectionable. Attendance policies at the University vary by school and by department within schools.
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One of the roles of the ADDAS is to assist student-athletes in notifying instructors of student-athletes’ pending absences and to assist in coordinating make-up assignments as needed. (This service is similar to that provided by advisors in the Department of Academic
Services and Student Educational Services.) Athletes are allowed to register one day early for classes to minimize scheduling conflicts among classes, practice times and travel. For example, if a student-athlete knows he or she will be traveling often on Fridays, the student would register for classes that meet on Tuesday and Thursday.
Scheduling practice times for the 16 squads is contingent upon the availability of facilities.
While most athletic competitions are seasonally rotational, there are periods when the
Department of Athletics’ practice facilities are at a premium. Women’s volleyball, men’s and women’s basketball, cheerleading and poms all practice throughout the early fall and are limited to the same athletic practice facility, the West Pine Gym. Every effort is made to have all team practices end by 6:00 p.m. Dance and cheerleading squads practice in the evenings. In summary, every reasonable effort is made to minimize conflicts between class time and practice and competitions.
2.3.2
Describe the procedures used by the institution to monitor missed class time for studentathletes.
Each year the Faculty Athletics Representative submits a “Missed Class Time Report” to
Conference USA. The faculty athletics representatives review these reports at the
Conference level annually. The conference is continuously investigating methods to improve the efficiency of team travel.
Each faculty member is asked to complete an academic summary for each athlete in the class twice each semester (see Appendix 7). Perhaps more importantly, the ADDAS has developed an outstanding rapport with the faculty over the past six years. In interviews with several faculty members, it was clear that they believed that she sincerely cared about the athletes’ academic performance and success. The words they used most frequently to describe their interactions with her were “honest” and “trust”. There have been occasions where an examination was given to her to take to another University during a trip to have proctored by an athletic counselor at another university. This is certainly a vote of confidence and trust in the integrity of the Department of Athletics. Student-athletes have returned early from trips to take examinations and have not attended a competition if they had to take a test. In sum, if there is a conflict, the academic responsibilities of the studentathlete take priority.
2.3.3
Analyze, explain and address missed class time that has been determined by the
institution to be significant or excessive for any sport(s).
There has been no institutional determination that missed class time has been excessive in any sport.
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Evaluation and Plans for Improvement
2.1 Academic Standards.
Currently Found On
Does the institution demonstrate that:
a. The institution admits only stu-
dent-athletes who have
reasonable expectations of
obtaining academic degrees?
(1) If the academic profile of entering student-athletes, as a whole or for any studentathlete subgroup, is significantly lower than that of other student-athlete or comparable student-body groups, the contrast is analyzed and explained by appropriate institutional authorities?
X 4-5
If Currently
No or If
Deficiencies
Exist, Indicate
Plan For r r e n l t y
N o
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(2) If the graduation rate of
student-athletes, as a whole
or for any student-athlete
subgroup, is significantly
lower than that of other
student-athlete or com-
parable student-body groups,
this disparity is analyzed,
explained and addressed
(through specific plans for
improvement) by appropriate
institutional authorities?
b. Academic standards and
policies applicable to student-
athletes are consistent with those
adopted by the institution for the
student body in general or the
NCAA’s standards, whichever
are higher?
c. The responsibility for
admission, certification of
academic standing and
evaluation of academic
performance of student-athletes
is vested in the same agencies
that have authority in these
matters for students generally?
On the basis of the yes/no answers above, is the institution in substantial conformity with
Operating Principle 2.1 (Academic
Standards)?
X
X
X
Yes
X
9-11
12
12-15
No
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2.2 Academic Support.
Currently Found On
Does the institution demonstrate that: a.
Adequate academic support ser- vices are available for student- athletes? b.
Student-athletes are encouraged and assisted in reaching attain- able academic goals of their c.
own choosing?
When it is determined that stu- dent athletes have special acad-
X
X
X d.
demic needs, these needs are addressed.
The support services are approved and reviewed period- cally by academic authorities outside the department of inter- collegiate athletics?
On the basis of the yes/no answers above, is the institution in substantial conformity with
Operating Principle 2.2 (Academic
Support)?
2.3 Scheduling.
Yes
X
12, 15-19
12, 15-19
16-19
No
49
If Currently
No or If
Deficiencies
Exist, Indicate
Plan For
Improvement C l t y r r e n
N o
Page 49 of 104

Currently Found On
If Currently
No or If
Deficiencies
Exist, Indicate
Plan For
Improvement C
No
Does the institution demonstrate that written policies are established in all sports to minimize student-athletes’ conflicts with class time and/or final examination periods due to participation in intercollegiate athletics, consistent with the provisions of Constitution 3.2.4.12?
On the basis of the yes/no answers above, is the institution in
X 2
Yes No substantial conformity with
Operating Principle 2.3 (Scheduling)?
X
The institution is in substantial conformity with Operating Principles 2.1 and 2.2. The institution is not in substantial conformity with 2.3 insofar as no formal, written policies are in place regarding missed class time.
The following plans for improvement address the lack of written missed class time policies, as well as, reflect the adoption of improvements suggested by the Academic
Integrity subcommittee of the self-study. t e n r r l y
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PLANS FOR IMPROVMENT
Issues/Operating
Measurable
Goals
Steps to
Achieve
Goals
Individual/Offices
Responsible
Timetable for
Completing the
Work
Means for
Funding
Principle
Initial and Continuing
Eligibility
Missed Class Time
Review policies/procedures of continuing and transfer eligibility.
Enhance the tracking of transfer studentathletes.
Appeal process for student-athletes.
Designation of
Degree
Written policy regarding missed class time.
Implement decisions with
Registrar and
Admissions
Office
Develop written policy regarding missed class time; obtain approval from the Athletic
Advisory
Committee and
Student Athlete
Advisory
Committee; include written policy in
Student-Athlete
Handbook
Conduct an annual meeting of all individuals responsible for certifying eligibility.
Create a checklist to track the eligibility status on incoming transfers.
Document the appeals process for studentathletes who want to transfer or who have been denied the one-time transfer waiver.
Meet with
Athletic
Advisory
Committee
Discuss issues/NCAA rules with Board of
Undergraduate
Studies.
Senior Associate
Director of Athletics
Director of Compliance
Director of Compliance
Undergraduate
Admissions Liaison
Faculty Athletic Rep
Senior Associate
Director of Athletics
Director of Compliance
Faculty Athletic Rep
Senior Associate
Director of Athletics
Director of Compliance
Faculty Athletic Rep
Senior Associate
Director of Athletics
Director of Compliance
Director of Compliance
Director of Academic
Services
Faculty Athletic Rep
Senior Associate
Director of Athletics
Director of Academic
Services
Summer, beginning 2003
August 2003
February 2003
August 2003
October 2003
Summer of 2003 for implementation
Fall 2003
April 2003
None necessary.
None necessary.
None
Necessary
None
Necessary
None
Necessary
None
Necessary
None
Necessary
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Subcommittee members
Dr. Neil Seitz (Chair)
Mr. Robert Altholz
Mr. Robert Clark
Camille Nelson, Esq.
Mr. Matthew Oldani (Ex officio)
Dr. Philipp Stoeberl
Mr. J. Kim Tucci
Professor, Finance
Vice President, Business and Finance
Chairman & CEO, Clayco Construction Co.
University Trustee
Assistant Professor, School of Law
Assistant Director, Athletics
Professor, Management
Co-Owner, The Pasta House Company
University Trustee
Chair, English
Director, Internal Audit
Student
Dr. Sara Van Den Berg
Ms. Elizabeth Winchester
Mr. David Young
Introduction
This report reflects the work and conclusions of the Fiscal Integrity Subcommittee. In addition to the initial orientation meeting, the subcommittee met as a group to hear from
Doug Woolard (Director of Athletics), Lori Flanagan (Senior Woman Administrator), and
Jay Jones (Compliance Officer). Each member of the subcommittee then took responsibility for drafting a section. The drafts were circulated for review and revisions. The subcommittee met again to form general conclusions about compliance.
The subcommittee found the staff of the Department of Athletics to be open and cooperative.
Records and other documentation were made available as requested, without delay or negotiation. Accurate and complete information was available to address self-study information needs about financial controls as well as established policies and procedures.
This report begins with a summary of the data with regard to each of the eighteen self-study items from the NCAA self-study guidelines revised as of March, 2001. Following that is the
"Evaluation and Plan for Improvement." Minutes of the subcommittee meetings, field notes, and other documents addressing each of the self-study items will be made available to the site visit team.
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FISCAL INTEGRITY
Previous Certification Self-Study
1. List all the “corrective actions”, “conditions for certification” or “strategies for improvement” imposed by the NCAA Division I Committee on Athletics Certification (if any) as they relate to fiscal integrity issues. In each case, provide: (a) the original “corrective action”, “condition”, or “strategy” imposed; (b) the action(s) taken by the institution and the date(s) of those action(s); and (c) an explanation for any partial or noncompletion of such required actions. [Note: The institution is not required to respond to recommendations for required actions developed by the peer-review team unless those same recommendations were adopted by the Committee on Athletics Certification.]
Saint Louis University had no “corrective actions”, “conditions of certification” or
“strategies for improvement” imposed by the NCAA Division I Committee on Athletics
Certification in its first-cycle certification decision in the area of fiscal integrity.
2. List all actions the institution has completed or progress it has made regarding all plans for improvement/recommendations developed by the institution during its first-cycle certification process in the fiscal integrity area. Also, describe any additional plans for improvement/recommendations developed by the institution since the first-cycle certification decision was rendered by the Committee on Athletics Certification. Specifically include: (a) the original plan; (b) the actions(s) taken by the institution; (c) the date(s) of the action(s);
(d) actions not taken or not completed; and (e) explanations for partial completion.
Saint Louis University had no plans for improvement/recommendations reported in its firstcycle self-study report. During the self-study process, any areas that were identified as needing attention were addressed immediately, and this work was completed before the selfstudy report was finalized. Therefore, there were no outstanding plans for improvement at the point of the Peer Review Team Visit and this fact was acknowledged in correspondence at the time of our first-cycle certification.
3. List all actions the institution has completed or progress it has made regarding required actions identified by the NCAA Committee on Athletics Certification during the institution's interim-report process (if applicable) as they relate to fiscal integrity issues. Specifically, include for each: (a) the required action, (b) the action(s) taken by the institution, (c) the date(s) of these action(s), (d) action(s) not taken or completed, and (e) explanation(s) for partial completion.
Because Saint Louis University was not required to do an interim report between certification cycles, there were no required actions of the NCAA Committee on Athletics Certification to which we had to respond.
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Operating Principle 3.1. Financial Practices.
3.1.1
Prepare a list of all revenue sources for intercollegiate athletics that are under the clear accounting and financial control of the institution. Also, prepare a list of all other sources
(i.e., those not under the accounting and financial control of the institution) generating revenue on behalf of the institution's intercollegiate athletics program, including outside foundations.
Revenues from all programs or groups either generated directly by or benefiting Saint Louis
University Athletics are now accounted for within the financial systems of the University.
Following is a list of these revenue sources for intercollegiate athletics.
Gift revenue
Fundraising

Billiken Club

Tip-Off Club

Other events and programs
Corporate sponsorships
NCAA grants
Merchandise sales
Licensing royalties
Ticket sales

Men's basketball

Men's soccer
 Women’s soccer

Women's basketball

Women's volleyball
Television appearances
Radio broadcasts
Conference income
NCAA Tournament revenue
Media guide sales
Game program sales
Advertising
Game Guarantees
3.1.2
Describe the step-by-step process for budget development and approval, and highlight any areas that may differ from the institution's standard or normal budgeting procedures.
Prepare a separate description for those sources of revenue under the institution's direct control and another for revenue sources not under the institution's direct control.
The revenues and expenses for the Department of Athletics are recorded in either the General
Fund or Designated and Restricted Funds of the University. The accounts and the
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department are subject to the standard fiscal management and budgeting procedures of the
University.
3
General Fund.
In the fall of each year, the Director of Athletics recommends a revenue budget for the following fiscal year starting on July 1 st
. Revenues resulting from Men’s basketball and corporate sponsorships are the primary items.
Approximately 90% of all Department of Athletics expenditures are made within the
General Fund. Each sport submits a budget request to the Assistant Director for
Business and Development. The budget, which includes such items as travel and equipment needs, is based on the game schedule and the existence of equipment sponsorships. The Assistant Director makes the adjustments he believes are appropriate, and recommends an overall budget to the Director of Athletics. The
Director of Athletics makes the adjustments he believes are appropriate, and submits the budget, including recommended personnel costs, to the Office of the Provost.
The proposed expense budget presented by the Director of Athletics must follow the general guidelines for new costs or increased operating costs, including personnel, outlined by the University. This is the same procedure followed by other units of the
University; schools, academic institutes and departments offering student services submit budgets to the Office of the Provost. The Provost in turn submits budgets to the Office of the President for final approval.
Designated and Restricted Funds.
While developing the annual General Fund budgets, the Department of Athletics also develops proposals for Designated and
Restricted Funds. Generally, the fund raising activities of the department are reflected within these accounts. The proposals or budgets outline the sources and uses of gifts for the coming fiscal year. The budgets require the same approvals as the General Fund.
3.1.3
Describe the process used in selecting the independent auditor for the institution's external financial audit for intercollegiate athletics, including any methods used to ensure the independent nature of the auditor. Also describe relevant corrective actions planned or implemented from the three most recent external audits.
Selection of an external auditor
Saint Louis University Board of Trustees has a standing Audit Committee. This committee is responsible for choosing an external auditor. The Audit Committee has selected, for more than 30 years, the international accounting firm of
PricewaterhouseCoopers. Since 1986, PricewaterhouseCoopers has also been charged with the annual review of the Department of Athletics' finances.
Corrective actions based on internal audits
3 Designated funds are gifts for which the donor has specified a broad purpose, or other revenue that the university has designated for a particular purpose. Restricted funds are gifts limited by donors to specific purposes.
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Internal audit for fiscal year ending June 30, 1999
1.
Written contracts for 12 of 15 automobile dealerships participating in the courtesy car program were not available, and should be.
2.
The door to the ticket office has not been kept locked at all times, and should be.
3.
Duties associated with ticket revenues are not segregated, and should be.
Management agreed, and implemented all three policies
Internal audit for fiscal year ending June 30, 2000
The internal auditors completed an audit for the fiscal years, noted that past recommendations had been implemented, and made no new recommendations.
Internal audit for fiscal year ending June 30, 2001
1.
The internal auditors noted that ten of nineteen corporate sponsorships in exchange for publicity were not documented by signed contracts. The internal auditors recommended that all such sponsorships be documented by signed contracts.
2.
The internal auditors noted that the Student Health Center had not been paid for services provided in the prior fiscal year based on a statement of activities.
The internal auditors recommended that payment be made in the fiscal year in which service is rendered and that it be based on an invoice.
Management agreed, and implemented both policies effective July 1, 2001.
Corrective actions based on external audits
No recommendations were made by external auditors.
3.1.4
Describe the ways in which your institution approves expenditures for intercollegiate athletics, including a description of different procedures based on various sources of funding
(e.g., state funds vs. restricted/foundation funds).
General Fund. The annual budget process creates a general authorization to spend these funds; however, specific expenditures must still be approved. A request to purchase is given to the Assistant Director for Finance and Development or the
Director of Business Operations. The Director of Business Operations verifies the availability of funds and completes a purchase requisition, which is approved by the
Assistant Director for Finance and Development. Reimbursement of expenses for the
Director of Athletics for purchases over $5,000 requires the approval of the Office of the Provost.
For travel expenditures, the traveler prepares an expense report, which is given to the
Director of Business Operations who verifies it and forwards the report to the
Assistant Director for Finance and Development. The traveler must complete and
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sign the standard University form.
Designated and Restricted Funds.
Designated and restricted accounts are managed against available funds. Each account maintains an account balance and proposed expenditures are approved against the available funds or the reasonable expectation of incoming funds. The processing of actual expenditures follows the same steps as
General Fund accounts.
Staff expansion/new positions.
A request for new staff is included in the proposed annual budget. If approved, a position analysis booklet is submitted to Human
Resources. University job classification and a salary range are developed based on the completed position analysis.
3.1.5
Please attach copies of the management letters (or executive or management summaries) of the institution’s three most recent external (those used to satisfy the annual independent financial audit requirement in Constitution 6.2.3.1) and internal (if any) financial audits for intercollegiate athletics
Internal audit reports are attached as (Appendix 1). Letters were not issued by the external auditor.
Operating Principle 3.2. Fiscal Management and Stability
3.2.1 Explain the institution's philosophy with respect to the funding of the athletics program.
The University's philosophy is to fund a competitive NCAA Division I sports program, even though that means approving expenditure budgets in excess of anticipated revenue. The
University seeks to enhance athletic revenues such as ticket sales and corporate support, but does not anticipate a fully self-supporting athletics program.
The funding policy for athletics is the same as for the rest of the University. The University approves an expenditure budget for the Department of Athletics as it does for other units. If the revenue generated by the Department of Athletics is more or less than anticipated, there is no corresponding change in the expenditure budget. Approved expenditures have been consistently in excess of both anticipated and actual revenues, and there is no expectation that the athletics programs will become self-supporting. Thus, the Department of Athletics is supported because it is part of the mission of the University.
3.2.2
Using the institution's established budgetary format, prepare a list of both projected and actual athletics revenues (by source) and expenditures (by budget category) for the three most recently completed fiscal years. In doing so, make sure that all athletics administrative costs are included. Provide any revenues and expenditures on a sport-by-sport basis.
Attached as (Appendix 2).
3.2.3
Describe the institutional procedures that are in place to address any deficit in the intercollegiate athletics budget incurred during any fiscal year(s).
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For the past three years, the University has budgeted expenditures in excess of anticipated revenue. Revenues and expenditures are budgeted annually in accordance with the same procedures for the other University units and are subject to the same controls over approving expenditures and maintaining the budget. Each coach submits a requested budget to the
Assistant Director for Finance and Development. The Assistant Director makes the adjustments he believes are appropriate, and recommends an overall budget to the Director of
Athletics. The Director of Athletics makes adjustments he believes are appropriate, and recommends an overall budget, including personnel cost to the Provost. This is the same procedure followed by other units of the University. Throughout the year, the Director of
Athletics, Assistant Director for Finance and Development and the Controller of the
University monitor adherence to the budget to ensure expenditures are made in compliance with the Department of Athletics and University policies and procedures. These procedures are documented in the Department of Athletics operating manual. In some past years, the
President has approved the retention of a portion of revenue in excess of budget in a reserve fund.
The amount retained in the surplus account for use by the Department of Athletics was determined by University Executives. This policy is consistent with the mission of the
University to support student-athletes.
3.2.4
Outline the sources, uses and amounts of subsidization of the intercollegiate athletics program from nonathletics department and/ or noninstitutional sources.
As stated under self-study items 1 and 3, Saint Louis University subsidizes intercollegiate athletics consistent with any other University unit where expenditures exceed revenue because the unit supports the University’s mission. Financial statements for the past three fiscal years audited by PricewaterhouseCoopers document the amount of subsidization (expenditures over revenue) by the University. Currently (FY01), there are no non-institutional sources funding the Athletic program.
3.2.5
Identify the sources, uses and amounts of athletics department surplus and/or reserve funds.
Surplus and reserve funds are not maintained beyond the current fiscal year at the unit level at Saint Louis University. Designated and restricted funds can be carried forward. The balance of designated and restricted funds will be provided to the Peer-Review Team based on University confidentiality policies.
3.2.6
Describe how the university will accommodate future financing needs of the intercollegiate athletics program or plans to respond to changing conditions based upon the institution's future financing projections.
The institution has budgeted for intercollegiate athletics as part of its general operating budget in the same way it has budgeted for other activities. The University intends to continue using this procedure. The university is in sound fiscal condition and no changes in process are anticipated.
3.2.7
After reviewing the institution's Equity in Athletics Disclosure Act survey forms for the three most recent years for which the information is available, comment on the institution's
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provision of full and stable opportunities to student-athletes. In particular, provide comment, sport-by-sport, on per diem, transportation, equipment, percentage of sport budget that has to be obtained via fundraising and other applicable comparisons. Analyze, explain and address any significant discrepancies
After reviewing St. Louis University's Equity in Athletics Disclosure Act surveys for the past three years, it is concluded that the University provides full and stable opportunities for its student-athletes. No sports operating budgets utilize monies obtained via fundraising; revenues generated via fundraising are used solely to enhance student-athletes’ opportunities
(e.g., European trips for men’s and women’s basketball.) All items referred to in self-study item 8 are part of the University's normal budgetary process.
3.2.8
8. Please attach a copy of Part II of the institution's NCAA Sports Sponsorship Report for the three most recent academic years.
Attached as (Appendix 3)
Operating Principle 3.3: Established Fiscal Policies and Procedures
3.3.1
Describe the policies and standard operating procedures that help to ensure that all expenditures for athletics are handled in accordance with NCAA, conference and institutional rules.
The University’s budgeting and expenditure approval processes are described in self-study items 2 and 4 under Operating Principle 3.1. The budget process and expenditure approval process assure that all expenditures of University funds are consistent with University policy.
The Assistant Director for Finance and Development is at the front line, in that he and his assistant review all requests for payment. If there is a question, he takes the request to the
Senior Woman Administrator, who may give a verbal approval or initial the request.
The Senior Woman Administrator is also responsible for assuring that expenditures within the University's control are handled in accordance with NCAA rules. Her office is located within a few feet of the Assistant Director for Finance and Development, as well as the
Director of Athletics.
The Department of Athletics has a compliance officer who reports to the Senior Woman
Administrator. The duties of the compliance officer are described below, in the response to the next question. Many of these activities help to assure that all expenditures for athletics are handled in accordance with NCAA rules.
3.3.2
Describe or attach a copy of the university's policies and standard operating procedures for ensuring that prospects do not receive recruiting inducements and enrolled student-athletes do not receive extra benefits contrary to NCAA, conference and institutional rules, including
(a) identification of person(s) responsible for these areas, (b) means of monitoring compliance with these rules and, (c) means of ensuring that only institutional or athletics
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department funds are expended in these areas.
Saint Louis University recognizes its responsibility to monitor its programs to assure compliance with all applicable NCAA rules and regulations. Consistent with this responsibility, Saint Louis University has in place the following fiscal policies and standard operating procedures:
1. Compliance Officer.
The Department of Athletics has a full-time Director of Compliance. He reports to the Senior Woman Administrator, and can go directly to the Director of Athletics, if necessary. He has the following responsibilities:
A. To educate all student-athletes, coaches, and boosters with respect to
NCAA rules.
B. To enforce, monitor, and provide interpretations of all NCAA,
Conference and Institutional policies.
C. To oversee the raising and use of funds in compliance with NCAA
guidelines.
2. Policies regarding recruitment of student-athletes.
Saint Louis University has in place the following procedures for recruitment:
A. Compliance education seminars are held for coaches monthly. Education seminars for other Athletic Department administrators and staff members are held quarterly. In addition, a weekly recruiting rule reminder is given to the coaching staffs from the Office of Compliance. New rules are distributed to coaches as they are received, and are discussed by the Athletic Department administrative officers and staff at monthly staff meetings.
B. All expenses incurred during prospective student-athlete recruiting are limited to the amount permitted by NCAA rules, and are monitored by the
Director of Compliance.
C. A separate file is maintained for each student-athlete the University attempts to recruit. Each file is reviewed for compliance by the compliance officer. No reimbursements are made until the paperwork is complete.
3. Policies regarding enrolled student-athletes
In addition to the compliance seminars for coaches and administrators, the
Department of Athletics has the following program in place for student-athletes:
A. Student-athletes attend two compliance education seminars each year. The
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Student-Athlete Handbook is given to every student-athlete.
B. There is also a Student-Athlete Advisory Board, with a member from each team. The Board reviews rule changes at its meetings and members are responsible for taking the information back to their teammates.
C. In the spring, the Director of Compliance conducts a seminar for all studentathletes to review NCAA rules on summer employment.
D. Athletes are required to register their cars and outside employment
4. Policies regarding athletic expenditures
The following policies and operating procedures are in place to handle expenditures for athletics in accordance with NCAA, Conference, and University rules:
A. All booster activities are conducted under the auspices of the Billiken Club, which is controlled by the Department of Athletics and monitored for NCAA compliance. Saint Louis University does not recognize or allow any outside booster organization.
B. All donors and season ticket holders are provided with a rules handbook so that they are familiar with what they can and cannot do in accordance with
NCAA rules.
C. The Director of Compliance is responsible for ensuring that expenditures within the University’s control are handled in accordance with NCAA rules.
The Assistant Athletic Director for Finance and Development, works closely with the Director of Compliance, as well as with the Director of Athletics, to monitor all expenditures.
D. The budget process and expenditure approval process assure that all expenditures of University funds are consistent with University policy and
NCAA regulations. The Assistant Athletic Director for Finance and
Development and the Director of Business Operations review all requests for payment. If there is any question, they take the request to the Senior Woman
Administrator, who can initial the request. The Director of Compliance has final authority on any compliance issue.
E. All coaches complete disclosure and compliance statements.
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Evaluation and Plan for Improvement
3.1 Financial Practices.
Currently Found On Currently
Does the institution demonstrate that:
a. All funds raised for and expend-
on athletics are subject to
institutionally defined practices
of documentation, review and
oversight?
b. All expenditures from any
source for athletics are
approved by the institution?
c. Budget and audit procedures for
athletics are consistent with
those followed by the institution
generally and with the provi-
sions of NCAA Constitution
6.2?
X
X
X
Currently
4
4-6
4, 5, 9
Found On Currently
1. The institution’s annual bud-
get for athletics is approved
by the institution’s chief exec-
utive officer or designee from
outside the athletics department?
X 5
If Currently
No or If
Deficiencies
Exist, Indicate
Plan For
Improvement
Number
N o
If Currently
No or If
Deficiencies
Exist, Indicate
Plan For
Improvement
Number
N o
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2. An annual financial audit is
performed by a qualified
auditor who is not a staff
member of the institution and
who is selected by the chief
executive officer or designee
from outside the athletics
department?
On the basis of the yes/no answers above, is the institution in substantial conformity with Operating
Principle 3.1 (Financial Practices)?
3.2 Fiscal Management and Stability.
Currently
X
Yes
X
6
No
Found On Currently
Does the institution provide evidence that the management and fis- cal practices of the institution assure the financial stability nec- essary for providing all studentathletes with relatively full and stable opportunities for athletics participation?
On the basis of the yes/no answers above, is the institution in substantial conformity with Operating Principle
3.2 (Fiscal Management and
Stability)?
X
Yes
X
7-9
No
If Currently
No or If
Deficiencies
Exist, Indicate
Plan For
Improvement
Number
N o
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3.3 Established Fiscal Policies and Procedures.
Currently Found On Currently
Does the institution demonstrate that it has in place fiscal policies and standard operating procedures to ensure that:
a. Prospective student-athletes are
not provided with impermissible
recruiting inducements? b. Enrolled student-athletes are not
provided with benefits that are
expressly prohibited by NCAA
legislation?
c. All expenditures for athletics are
handled consistently in accor-
dance with NCAA, conference
and institutional rules?
On the basis of the yes/no answers above, is the institution in substantial conformity with Operating Principle
3.3 (Established Fiscal Policies and
X
X
9-10
9-11
X
Yes
X
11-12
No
Procedures)?
Although the institution is in substantial conformity with the Operating Principles related to Fiscal Integrity, the plans for improvement, on the following page, were suggested and adopted by the steering committee and have been adopted by the institution.
If Currently
No or If
Deficiencies
Exist, Indicate
Plan For
Improvement
Number
N o
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PLAN FOR IMPROVMENT
Issues/Operating
Principle
Measurable
Goals
Steps to Achieve
Goals
Individual
Offices
Responsible
Rules Education Conduct NCAA educational sessions with booster groups
Develop a calendar of dates and locations of booster group gatherings.
Director of
Compliance
Director of
Development
Director of
Athletics
Complimentary Tickets
Camps and Clinics
Educational information to staff members and coaches.
Increased accountability for camps and clinics.
Inform athletic staff of expectation for compliance education as part of each booster meeting.
Provide written information for staff and coaches regarding to whom they can distribute complimentary tickets.
Monitor lists to exclude agents and tout services.
Collect information on all employees prior to each camp session.
Collect details regarding the type and purpose of discounts provided to campers.
Director of Tickets
Director of
Compliance
Director of Tickets
Director of
Compliance
Director of
Compliance
Camp Facilitator
Director of
Compliance
Camp Facilitator
Timetable for
Completing the Work
August 2003
Means for
Funding
None necessary
July 2003
August 2003
August 2003
Prior to camps in
2003 and thereafter.
Prior to camps in
2003 and thereafter
None necessary
None necessary.
None necessary.
None necessary.
None necessary.
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Subcommittee Members
Dr. Mary Elizabeth Hogan (co-chair) Associate Dean, Arts and Sciences
Dr. Ruth Marquis (co-chair)*
*( no longer affiliated with University )
Ms. Greta Bujaker
Rev. Anthony Daly, S.J.
Rev. Denis Daly, S.J.
Ken Fleischmann, Esq.
Dr. Richard Harvey
Director, Training and Human Resources
Planning
Student-Athlete
Chair, Modern and Classical Languages
Assistant Vice President, Development
Senior Associate, General Counsel
Associate Professor, Psychology
Ms. Kathy Humphrey
Dr. John McGowan
Dr. Gary Northam
Vice President, Student Development
Chair, Accounting Department
Chair, Aviation Science
Dr. Steven Puro
Dr. Susan Tebb
Professor, Political Science
Dean, School of Social Service
Assistant Professor, Communication Sciences Dr. Travis Threats and Disorders
Introduction
This report reflects the research and conclusions of the Equity, Welfare and Sportsmanship
Subcommittee. In addition to the initial orientation meeting, the subcommittee met to review the data currently available and to divide data collection duties among its members.
Committee members contacted Athletic Department administrators, staff, coaches and students in compiling their data. They also consulted with other University personnel as pertinent: student development personnel, academic advisors, counselors, and faculty.
Subcommittee co-chair Mary Elizabeth Hogan wrote the equity report covering gender and minorities. Subcommittee co-chair Ruth Marquis prepared the welfare and sportsmanship sections. Minutes of the subcommittee meetings and other documents addressing each of the self-study items will be made available to the site visit team.
EQUITY, WELFARE AND SPORTSMANSHIP
Previous Certification Self-Study
1. List all the “corrective actions,” “conditions for certification” or “strategies for
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improvement” imposed by the NCAA Division I Committee on Athletics Certification in its first-cycle certification decision (if any) as they relate to equity and welfare issues. In each case, provide: (a) the original “corrective action,” “condition,” or “strategy” imposed; (b) the actions(s) taken by the institution and the date(s) of those actions(s); and (c) an explanation for any partial or noncompletion of such required actions. [Note: The institution is not required to respond to recommendations for required actions developed by the peerreview team unless those same recommendations were adopted by the Committee on
Athletics Certification.]
Saint Louis University had no “corrective actions”, “conditions of certification” or
“strategies for improvement” imposed by the NCAA Division I Committee on Athletics
Certification in its first-cycle certification decision in the areas of equity, welfare or sportsmanship.
2. Report on the implementation of the plan to address gender-equity issues developed by the institution during its first-cycle certification process. Specifically, include: (a) the original plan, (b) the action(s) taken by the institution, (c) the date(s) of the action(s), (d) action(s) not taken or not completed, and (e) explanation(s) for partial completion. Include plans for improvement of other recommendations developed during the interim report process, if any.
The Gender Equity Plan for Athletics at Saint Louis University was completed in July of
1996. It was based on the following principles and assumptions: a.) providing equal opportunities for women and men with academics being the core of this development; b.) achieving gender equity is “the right thing to do”; c.) maintaining equal numbers of men’s and women’s sports; d.) assuring that intercollegiate athletics contribute to the overall educational experience of the university community, and; e.) providing each sport program the necessary resources to achieve its targeted level of competitiveness.
The Plan addresses three major areas that have been monitored, assessed and analyzed in continuing to develop and maintain gender equity in intercollegiate athletics. These three major categories are: (1) participation opportunities, (2) athletic financial assistance, and (3) logistical and support areas. Ongoing efforts in these areas are reflected in the Gender Equity
Issues Plan 2002-2003. In lieu of exact dates as referenced in (c) above, efforts are ongoing to continue to achieve these objectives.
Specific actions that demonstrate commitment to the 1996 – 2001 Plan include the following:
 Women’s basketball, men’s basketball, women’s volleyball, men’s soccer, and women’s soccer have been designated by the Department of Athletics as Tier One programs. This means that their budgets are built with the assumption that respective teams will be revenue-producing and have the potential to be successful at the conference, regional, and national levels. The Department of Athletics has targeted a goal of maintaining a ± 5% difference in gender proportionality in participation opportunities with the undergraduate enrollment. This has been achieved.
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
The goals of equitable distribution of financial aid have been met.
 Coaches’ salaries are reviewed annually to assure that they reflect appropriate bases for compensation levels. Coaches-to student-athletes ratio is comparable (within 5%) for men’s and women’s sports.

Equipment, travel, supplies, and per diem needs and budgets are reviewed annually by the Senior Woman Administrator to ensure gender equity.

Monitoring is done annually in all other areas.
3. Report on the implementation of the plan to address minority issues developed by the institution during its first-cycle certification process. Specifically, include: (a) the original plan, (b) the action(s) taken by the institution, (c) the dates(s) of the action(s), (d) action(s) not taken or note completed, and (e) explanation(s) for partial completion. Include plans for improvement of other recommendations developed during the interim report process, if any.
The Minority Plan in Athletics at Saint Louis University was designed and completed for the
1996 certification process. The plan was developed with the following goals and objectives:
(1) continuation of a diverse and multicultural student-athlete population, (2) expansion of a diversity seminar and training sessions for student-athletes and staff, (3) identifying qualified minority applicants and support staff, (4) multicultural representation on athletic related committees, and (5) continued commitment and accountability to establish diverse representation within the overall structure of the Department of Athletics.
Throughout the past six years there have been many open administrative, clerical, coaching, or support searches in the Department of Athletics. All searches have been conducted to include national, regional, or local candidates through an application or nomination process.
Using outside departments or organizations, such as The Black Coaches Association, NCAA
Minority Applicant Pool, NACWAA, or Human Resources at Saint Louis University, was inconsistent and often times, not used.
The percentage of minorities during the three-year period from 1999-2002 in the Department of Athletics administration and staff remains at 2%. It was reported in 1996 that the minority representation in the Department of Athletics was approximately 10%. The increase in the overall numbers of staff and administration, unfortunately, has driven the minority percentage in the opposite direction, without reducing the actual number of minority staff.
(Attachments 1, Part A and B are found in Appendix I.)
Minority student representation has remained fairly constant during the period from 1999-
2002. Full-time undergraduate enrollment indicates that between 15%-19% of the student population are minorities. Student-athletes on athletic scholarship represent between 10-11% of the student-athlete population. (Attachment 1, Part B) Even though the institution does not have a projected enrollment goal for minority students and student-athletes, the
Department of Athletics continues to attempt to recruit a minority population.
Participation in governance and decision making committees by minorities continues to be broad-based. As seen in the Student-Athlete Advisory Board and the Athletic Advisory
Committee composites of minorities and women are elected and serve their respective terms
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of service. This participation is also evident within the subcommittees during the NCAA
Certification review process. With the small percentage of minority representation in the department, the Department of Athletics continues to capitalize on the strengths and services on those minorities currently represented.
It was stated in the initial Minority Plan that Saint Louis University is dedicated to the encouragement of learning, awareness, understanding and appreciation of a multicultural workplace. This commitment and ongoing efforts are also reflected in the Minority Plan beginning in 2002. With this said, there was not a strong follow through within the administration to provide for this growth and training. A Diversity Awareness Program for all university employees was implemented in 1996. During the three years that program was in effect, all Department of Athletic employees were strongly encouraged to attend. Since
1999, there have not been supplement educational seminars, workshops, or training provided.
Both student-athletes and students have been made more aware of cultural diversity opportunities provided to them through the Student Development and Residence Life
Departments of the university. There have not been any additional offerings made to student-athletes.
4. List all actions the institution has completed or progress it has made regarding all plans for improvement/recommendations developed by the institution during its first-cycle certification process in the student-athlete welfare area. Also, describe any additional plans for improvement/recommendations developed by the institution since the first-cycle certification decision was rendered by the Committee on Athletics Certification. Specifically include: (a) the original plan; (b) the action(s) taken by the institution; (c) the date(s) of the action(s); (d) actions not taken or not completed; and (e) explanations for partial completion.
Saint Louis University had no plans for improvements/recommendations reported in its firstcycle self-study report. During the self-study process, any areas that were identified as needing attention were addressed immediately and this work was completed before the selfstudy report was finalized. Therefore, there were no outstanding plans for improvement at the point of the peer-review team visit, and this fact was acknowledged in correspondence at the time of our first-cycle certification.
5. List all actions the institution has completed or progress it has made regarding required actions identified by the NCAA Committee on Athletics Certification during the institution’s interim-report process (if applicable) as they relate to academic integrity issues.
Specifically, include for each: (a) the required action, (b) the action(s) taken by the institution, (c) the date(s) of these action(s), (d) action(s) not taken or completed, and (e) explanation(s) for partial completion.
Because Saint Louis University was not required to do an interim report between certification cycles, there were no required actions of the NCAA Committee on Athletics Certification to which we had to respond.
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Operating Principle 4.1 Gender Issues
4.1.1
Explain how the institution is organized to further its efforts related to the gender issues
operating principle for both staff and students and provide evidence that matters concerning gender equity are monitored, evaluated and addressed on a continuing basis.
The President of the University has control and authority over all matters affecting intercollegiate athletics. He has demonstrated his commitment to ensuring a diverse
University community that is characterized by openness and fairness.
The Director of Athletics reports to the Provost who reports to the President of Saint Louis
University. This reporting structure allows for policy and decision-making related to gender equity at the highest levels of the institution. Decisions related to gender equity issues are developed in consultation with the Senior Woman Administrator.
The Senior Woman Administrator is an integral part of all decision-making regarding intercollegiate athletics to ensure the fair and equitable treatment of male and female studentathletes. The Senior Woman Administrator serves as an ex officio member of the Athletic
Advisory Board and the Student-Athlete Advisory Board. She is actively involved in policy decisions affecting intercollegiate athletics. She has access to information regarding resources, budgets, and operations to adequately monitor and assess the welfare of studentathletes.
The Student-Athlete Advisory Board, comprised of student-athletes, was started in 1994.
Each team, by sport, nominates one student representative to the Board. This group provides students with their own forum to provide input and discuss information issues with the
Director of Athletics, Senior Woman Administrator and Faculty Athletics Representative.
The latter three serve as ex officio members of the Board. A list of members of the current
Board is attached as Appendix 2.
The Athletic Advisory Board consists of Director of Athletics, the Senior Woman
Administrator, the Faculty Athletics Representative, faculty, and administrators. The Faculty
Athletics Representative is the Board’s chair. All major Department of Athletics’ program initiatives and policy decisions affecting student-athletes are discussed with the Board.
Gender equity is a standing item for discussion at the board’s meetings. There has been a strong commitment to the representation of women and minorities on this Board
(current membership attached as Appendix 3).
The directors of affirmative action and employment/employee relations are responsible for ensuring nondiscriminatory practices in the recruitment and selection of University personnel. They are valuable resources to ensure equitable opportunities for women and minorities.
4.1.2
For the three most recent academic years for which the information is available, attach a copy of the institution’s completed Equity in Athletics Disclosure Act survey form and
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worksheets. Analyze, explain and address discrepancies in the data between male and female student-athletes. Comment on any trends or significant changes.
When addressing categories requested in the Equity and Disclosure Act, the three years of comparison are 1999-2000, 2000-01 and 2001-2002 (Appendix 4). The undergraduate enrollment at Saint Louis University has consistently been at 54-55% women for the past three years, and there has been considerable effort by the Athletic Department to ensure that opportunities in scholarship and participation target the undergraduate percentage.
Scholarship money awarded to the female sports has stabilized at 55%, while the participation opportunities hovers at 52-53% women. This matches the Department of
Athletics overall goal of gender equity to be within 1-2% of the undergraduate population.
Salaries for assistant and head coaches have been gradually adjusted to reflect a more equitable compensation for the women’s programs. With the ever-changing salary market and the recent change in the men’s basketball coaching staff, maintaining progress in salary compensation is significant.
Recruiting budgets have seen the largest discrepancy during the three-year comparisons. It is noticeable that a larger amount of recruiting dollars was spent on the men’s programs during the 2000-01 academic year. Also noted is that the amount reflects what was spent versus what is budgeted. The difference in 2001-02 is 4% and was significantly smaller due to a more controlled supervision by the Director of Athletics as to where coaches recruited offcampus and how they were able to travel to such destinations. Due to September 11, 2002, all coaches and staff were mindful of the mode of transportation they used and had a much better indication of the potential commitment the recruited student was making to Saint Louis
University.
Revenue reports continue to show that 90% of the income is generated through the success of the men’s basketball and men’s soccer programs.
4.1.3
Using the program area checklist for gender issues, please:
(a) describe how the institution has ensured a complete study of each of these areas, (b) provide data demonstrating the institution’s status/commitment, including resource allocation, and (c) explain how the institution’s future plan for gender issues addresses each of the areas.
Athletic Scholarships
As the data in the Equity in Athletics Disclosure Act indicate, male and female scholarship athletes receive scholarships according to their respective rates of undergraduate enrollment. According to the future plan for equity, adjustments will be made as the enrollment varies.
Accommodations of Interest and Abilities
Women’s soccer was added as an intercollegiate sport in the fall of 1996. With this addition, currently there are eight men’s and eight women’s teams. There is a very strong commitment by the University and Department of Athletics to effectively
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accommodate the needs of both sexes. Participation proportionate to enrollment has been adjusted through roster management, levels of competition through scheduling, and conference membership has elevated each team’s needs. Plans for the future address the interests and abilities and are monitored and evaluated by the athletic administration on an annual basis.
Equipment and Supplies
The availability of quality supplies and equipment is considered to be strong. The recent renewal of several outside apparel agreements (e.g., Nike and Rawlings) within the Department of Athletics provides all 16 teams with the proper items and quality of apparel as well as the ability to circulate, on an equal basis, competition uniforms, travel equipment and coaching supplies. Where there is no specific apparel agreement for one team (women’s soccer), it is noted that the Department of Athletics has adjusted the operational budget to reflect the amount needed to equal the men’s soccer program. Both apparel contracts are expected to run through the year 2005, at which time discussions will take place to attempt and secure additional equal support.
Scheduling of Games and Practice Times
Upon review of the past and present schedules, it is noted that all 16 sports have the necessary funding to pursue the maximum number of contests allowed under NCAA guidelines. It is strongly encouraged that the number of home events exceeds the number of away contests due to the emphasis that is placed on academics at the
University. Teams that have preseason opportunities have been men’s and women’s soccer, field hockey, and volleyball due to NCAA restrictions. Beginning with the fall of 2002, the Department of Athletics has provided the opportunity to move in to assigned dorm rooms early, in addition to proper meal allowances and medical coverage. Prior to this, field hockey could begin practice early, but was not allowed to move on campus until the general university population could. All teams have the opportunity to receive postseason accommodations and support if deserving of this accomplishment.
Practice times continue to be adjusted and addressed due to respective coaches’ desires and needs, and facility availability. Outdoor and indoor facilities are shared with other teams within the Department of Athletics and Intramurals. Intercollegiate teams have priority times for practice and scheduling. Equity issues are addressed and adhered to with assurances that no one gender has exclusive use of a facility or a desired time. Exploration of an on-campus facility has begun with the University administration, the academic community and Department of Athletics. Part of this discussion will be future plans regarding gender issues for practice and competition times.
Travel and Per Diem Allowance
Modes of transportation, hotel accommodations, length of stay before and after competition, dining arrangements and per diem are evaluated regularly by the Senior
Woman Administrator and Director of Athletics to ensure that decisions by coaches are equitable.
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Policies concerning mode of transportation have been established between the university and the Department of Athletics. The use of charter buses, vans, lengths of trip, and flights are just some of the issues addressed. The university has taken a very active approach in its attempts to prevent potential accidents or injury when sport teams are representing the university.
Student-athletes are given a $20 per day per diem, with the exception of men and women’s basketball. The Department of Athletics has established that both basketball teams will stay at full service hotels and provide a pregame meal, in addition to a $25 per diem allowance. Women’s basketball was elevated to this level of service during the 2000-01 academic year. The department’s new plan to address equity issues within the department includes addressing the disparity between basketball and all other sports.
Tutors, Housing and Dining Facilities, Medical and Training Facilities
Quality and availability of tutors, medical, and weight training staff are evaluated annually by the coaches, Student Athletic Advisory Board, administrative staff, and student exit interviews. With the Certification Review in 1996, it was noted that these three areas were providing excellent treatment and care that was equitable between the men’s and women’s programs; this equitable treatment continues today.
The expectations of the student-athletes are to achieve at the highest level of excellence, regardless of whether they are in the classroom or on the competition field.
Saint Louis University has achieved the highest cumulative grade point average in
Conference USA for seven consecutive years. The refined graduation rate of athletes who have exhausted their eligibility is 96%. Tutorial assistance is open to all studentathletes at the same terms of employment, compensation, training and experience. The
Athletic Department Director of Academic Services works in conjunction with Student
Educational Services, which serves the needs of the undergraduate population to complement the athletic department’s tutorial program.
Housing, medical and weight training services, personnel, and facilities are provided equitably to women and men student-athletes. The Senior Woman Administrator oversees these three areas to ensure that services are fair and continually upgraded to meet the demands of the Department of Athletics. Ninety bed spaces are held for each gender on campus for continuing and incoming student-athletes. There are no special dining arrangements, as the entire student population has options that they may choose from, as does the athletics population. Medical and weight training personnel and facilities are accessible at all times to the entire athletic department.
With the recent hiring of a new strength and conditioning coach, the equipment was upgraded in the summer of 2002, which fits the needs of both gender sport programs to adequately provide the proper training. Compensation of the medical training staff is comparable to others within the department based on years of experience.
Responsibilities of the staff are assigned to cross over gender programs, which nullify
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one trainer being referenced as the trainer for the women or men. Coverage for all sport programs or practice is expected and executed on a yearly basis. Travel coverage is assigned on a weekly basis depending on how many teams are traveling versus playing at home.
Monitoring of these three areas continues by each coach, the Senior Woman
Administrator and the Director of Athletics. The overall goal is to continue the same level of accountability and service, which has achieved a true sense of equality.
Publicity and Support Service
The Sports Information Department has four full-time staff members to service 16 sports. Their availability, knowledge, experience and accountability to service their respective teams are demonstrated daily. While each is responsible for men’s and women’s sports, they can assume responsibility when sudden adjustments need to be made for coverage without the service being affected. Publications for all sport programs have been elevated within the last three years to have the same size media guides with color front and back covers. Public appearances, print media, and radio spots are spread throughout the department to ensure that all sport programs have publicity to the same market. In 2001, a department-wide contract was achieved with
Charter Communications, Inc. Production of a weekly coaches show, men’s and women’s basketball, men’s and women’s soccer, and women’s volleyball telecasts have been established through the local access network CCIN.
Support services are provided in a variety of ways. Each sport team has a primary clerical person appointed for support with the opportunity for additional student workers to be assigned. Purchasing of computers and Internet access for all coaches has been an additional support provided. Through this process, many coaches have become more self-sufficient. Consolidation of certain vendors and the assigning of an internal administrative contact have reduced coaches’ time and energy in seeking similar services with comparable rates. Office space is an area that has been addressed in the new gender equity plan.
Locker Rooms, Practice and Competitive Facilities
The Department of Athletics has many competitive facilities on campus and a few off
Campus facilities. Regardless of the location of the facility, each team has been given the best competitive opportunity. The same statement can be made for practice facilities and the opportunity to access them. Preparation and maintenance of such facilities for practice and competition is a responsibility of the University’s Facilities
Services Department and the Department of Athletics.
Game Management Staff
Each sport has a person assigned to provide excellent game management coverage and support. Teams in season have priority for practice and competition in a facility, while those teams involved in skill instruction and off-season training works with the remaining availability. The Senior Woman Administrator schedules all practice and competition to ensure that each team has equal time, medical coverage, and
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competitive advantage.
Locker rooms are provided within the current limitations of the building occupied by the Department of Athletics. In the new gender equity plan, it is clearly the intent to explore and address the needs of additional locker room space for our teams.
Currently, locker rooms are provided for men’s and women’s basketball, volleyball, and baseball. New and larger space is definitely being discussed with the exploration of a new on-campus facility. Currently, what is provided is equitable, accessible and maintained at a level that is safe and operational.
Coaches
The quality and number of coaches per sport were found to be fair and equable.
Additional coaches positions within each sport program are desirable, however, the current FTE positions are consistent with the population of each gender.
Compensation for coaches is part of the gender equity plan to be reviewed for evaluation and adjustments. According to the EADA it is noted that a disparity remains within the head and assistant coach structures. Contractual agreements are established with the men and women’s head basketball coaching positions. Terms of employment, bonuses, and buy out agreements are found to be consistent and equal between the two positions and with current market value. All other coaching positions have identical coaching duties and conditions of employment.
Recruitment of Student-Athletes
The Senior Woman Administrator and Director of Athletics constantly monitor the area of recruitment. In 2002, a toll-free number was established for the men’s and women’s basketball programs. Cellular phones are provided for each member of their respective staffs to ensure that they have access not only to recruits but also to each other and to the institution. Courtesy cars are provided to selected coaches equally between the men’s and women’s programs. Opportunities for official visits, the use of complimentary rooms and student hosts are provided to every sport team.
Coaches in basketball, volleyball, soccer and baseball are expected to recruit nationally and internationally. Coaches in the remaining sports are encouraged to recruit locally and regionally. Their recruiting budgets reflect the recruiting expectations that have been established within the department.
In the gender equity plan that has been created, additional funding to equally provide financial resources for recruitment has been addressed. According to the Equity in
Athletics Disclosure Act report for 2001-02, recruiting expenditures were 52% for men and 48% for women. However, recruiting expenditures awarded to each team at the beginning of each fiscal year represents a larger disparity. Recommendations will continue to be put forward by the Senior Woman Administrator and Director of
Athletics to correct the disproportionality.
4.1.4
Please provide a written, stand-alone institutional plan for addressing gender equity for the future in the intercollegiate athletics program. The plan shall include measurable goals
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the institution intends to achieve, steps the institution will take to achieve those goals, persons responsible, timetables and means for funding implementation of the plan.
The Department of Athletics Gender Equity Plan is (Appendix 5).
Operating Principle 4.2 Minority Issues
4.2.1
Explain how the institution is organized to further its efforts related to the minority-issues
operating principle for both staff and students and provide evidence that matters concerning minority issues are monitored, evaluated and addressed on a continuing basis.
The President of the University has control and authority over all matters affecting intercollegiate athletics. He has demonstrated his commitment to ensuring a diverse
University community that is characterized by openness and fairness.
The Director of Athletics reports to the Provost who reports to the President of Saint Louis
University. This reporting structure allows for policy and decision-making related to minority issues at the highest levels of the institution. Decisions related to minority issues are developed in consultation with the Senior Woman Administrator.
The Senior Woman Administrator is an integral part of all decision making regarding intercollegiate athletics to ensure the fair and equitable treatment of male and female studentathletes. The Senior Woman Administrator serves as an ex officio member of the Athletic
Advisory Board and the Student-Athlete Advisory Board. She is actively involved in policy decisions affecting intercollegiate athletics. She has access to information regarding resources, budgets, and operations to adequately monitor and assess the welfare of studentathletes.
The Athletic Advisory Board consists of Director of Athletics, the Senior Woman
Administrator, the Faculty Athletics Representative, faculty, and administrators. The Faculty
Athletics Representative is the Board’s chair. All major Department of Athletics program initiatives and policy decisions affecting student-athletes are discussed with the Board.
There has been a strong commitment to the representation of women and minorities on this
Board (Appendix 3). The Student-Athlete Advisory Board, comprised of student-athletes, was started in 1994. Each team, by sport, nominates one student representative to the Board.
This group provides students with their own forum to provide input and discuss information issues with the Director of Athletics, Senior Woman Administrator and Faculty Athletics
Representative. The latter three serve as ex officio members of the Board.
The Director of Affirmative Action and Human Resources personnel are responsible for ensuring nondiscriminatory practices in the recruitment and selection of University personnel. They are valuable resources to ensure equitable opportunities for women and minorities.
4.2.2
For the three most recent academic years provide the racial or ethnic composition for full- time senior administrative department staff members (i.e. assistant athletics directors up
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through the athletics director level); other full- and part-time professional (i.e., non-clerical) athletics department staff members (such as trainers, ticket managers, academic support staff, and facility managers, even if the position is not funded by or does not report to the athletics department); full-and part-time head coaches; full-and part-time assistant coaches
(including graduate assistant, volunteer and restricted-earnings coaches); faculty-based athletics board of committee (e.g., faculty senate subcommittee on athletics, faculty athletics committee) members, and other advisory or policy-making group (e.g., governing board for athletics, student-athletic advisory committee) members (if any).
(See Appendix I, Part A)
4.2.3 For the three most recent academic years, provide the racial or ethnic composition for student-athletes who received athletics aid and for students generally.
(See Appendix I, Part B)
4.2.4 For the three most recent academic years, provide the racial or ethnic composition of student-athletes who received athletics aid by the eight sport groups listed in the graduationrates disclosure form. Also, for those sports not at the varsity level for three years, indicate the year in which the sport was recognized by the institution as a varsity sport.
(See Appendix I, Part C)
4.2.5
Using the program area checklist for minority issues, please: (a) describe how the institution has ensured a complete study of each of these areas, (b) provide data demonstrating the institution’s commitment across each of these areas, and (c) explain how the institution’s future plan for minority issues addresses each of the areas.
Institutional and Athletics Department Commitment
The institutional mission of Saint Louis University is the pursuit of truth for the greater glory of God and the service of humanity. In support of this mission, the University
“welcomes students, faculty and staff from all racial, ethnic, and religious backgrounds and beliefs and creates a sense of community that facilitates their development as men and women for others.” This mission statement is printed in the student handbook that all students receive annually.
The mission statement of the Department of Athletics commits itself to “create a program that supports and foster a positive educational and athletic experience” not only for student-athletes but for the entire Saint Louis University community.
The mission statement acknowledges the principles of integrity, gender equity, academic excellence and athletic excellence, but fails to specify a commitment to racial and ethnic diversity. The department’s mission statement is printed in the
Student-Athlete Handbook (Appendix 6).
The University’s Equal Employment Opportunity and Affirmative Action Policy prohibits discrimination based on race, color, sex, national origin, religion, age,
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disability, sexual orientation or veteran status in employment, services, and academic and non-academic programs. The Director of Diversity and Affirmative Action assures compliance with this policy. The policy and the services of this office are printed in the University’s Student Handbook (Appendix 7).
Evaluation
A comparison of the “old” minority plan with the new plan is a strong indicator of the
Department of Athletics commitment to strengthen its efforts towards a multicultural environment. Assignment of individual people responsible for steps, and a specific timetable for each of the issues identified, and specific steps to achieve these goals are clearly outlined. Approval of this new plan from the University’s Provost office is an additional measure to hold the Department of Athletics accountable for its efforts within its staff and student-athletes.
Organization and Structure/Participation in Governance and Decision-Making
Upon review of the Minority Issues Plan 2002, it was noted that beginning in the fall of 2003, the Department of Athletics will have established and published a written statement that address diversity. The involvement of the Athletic Advisory Board in this approval process is a strong step in support of a solid and effective statement since the composite of this governance board is diverse. Beginning in 2002, the constituency of the Student Athlete Advisory Board showed improvement in its minority representation. The subcommittee notes these efforts and continued steps are reflected throughout the Department of Athletics plans for improvement.
Enrollment and Graduation Rates
The enrollment goal of the Department of Athletics, which mirrors those of the institution, is to attract and retain students representing different ethnic and racial backgrounds.
The four-year average graduation rates for students at Saint Louis University are 66% for all students and 71% for student-athletes. The establishment of a desired goal for all student-athletes, regardless of race, is to be higher than the overall institution’s rate. There is annual evaluation by the Athletic Department Director of Academic
Services, Senior Woman Administrator and the Director of SES of services being provided to students and student-athletes whose educational background did not prepare them adequately for college. The goal is to provide academic success, retention and degree completion opportunities.
Comparisons of Population
The largest minority representation, by sport, within the Department of Athletics has consistently been found in the men’s and women’s basketball programs. On each of these teams, there has been a minimum of 50% minorities during the last three years.
In comparison, the entire student-athlete population has had an average of 10-11% minority representation and the undergraduate student body has had a 15-19% minority breakdown. Many reasons can be given for this disparity. The most obvious is that Saint Louis University is a predominantly white, Catholic, private
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institution. Scholarship opportunities have had an impact on the Department of
Athletics’ ability to attract people of other ethnic groups. The overall goal in athletics is to show growth in representation and success in graduation.
Employment Opportunities
Upon review of past staffing patterns, minority representation has remained constant.
Attempts were made in several search openings to identify and interview minority candidates. Assistant men’s basketball coach, assistant athletic trainer, and event manager were positions into which minority candidates were recently hired. A continued effort by the Director of Athletics to expand the pool of candidates to include minority representation, promote from within the current structure, and review the salaries for equity and nondiscrimination in staff compensation is outlined in the new minority issues plan. Working with personnel in Human Resources and
Affirmative Action Offices will augment the process for further recruitment strategies.
Programs and Activities
The Department of Athletics has established a very comprehensive minority issues plan for the second certification phase. This needed to be established due to the lack of programs and activities designed and implemented from the last approved plan.
Involving coaches, the Student Athlete Advisory Board, the Athletic Advisory
Committee, various Directors from within the department, in addition to the Director of Athletics, Faculty Athletics Representative, and Senior Woman Administrator has put ownership within the entire athletic department. The overall education and sensitivity to multicultural and diversity issues by staff and student-athletes is to begin immediately.
4.2.6
Please provide a written, stand-alone institutional plan for addressing minority opportunities for the future in the intercollegiate athletics program. The plan shall include measurable goals the institution intends to achieve, steps the institution will take to achieve those goals, persons responsible, timetables and means for funding implementation of the plan.
The Department of Athletics Minority Plan is Appendix 8 .
Operating Principle 4.3 Student-Athlete Welfare
4.3.1
Explain how the institution is organized to further its efforts related to the student-athlete welfare operating principle above and provide evidence that matters concerning studentathlete welfare are monitored, evaluated and addressed on a continuing basis.
The President of the University has control and authority over all matters affecting intercollegiate athletics. He has demonstrated his commitment to ensuring a diverse
University community that is characterized by openness and fairness.
The Director of Athletics reports to the Provost who reports to the President of Saint Louis
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University. The placement of intercollegiate athletics within the Office of the Provost confirms the status of athletes as students and the University’s commitment to their academic development. Additionally, it allows the various student services to coordinate more closely with the Department of Athletics.
The Senior Woman Administrator is an integral part of all decision making regarding intercollegiate athletics to ensure the fair and equitable treatment of student-athletes. The
Senior Woman Administrator serves as an ex officio member of the Athletic Advisory Board and the Student-Athlete Advisory Board. She is actively involved in policy decisions affecting intercollegiate athletics. She has access to information regarding resources, budgets, and operations to adequately monitor and assess the welfare of student-athletes.
The Athletic Advisory Board consists of Director of Athletics, the Senior Woman
Administrator, the Faculty Athletics Representative, faculty, and administrators. The Faculty
Athletics Representative is the Board’s chair. Faculty and staff members are appointed to two-year terms by the University President. All major Athletic Program initiatives and policy decisions affecting student-athletes are discussed with the Board. A discussion of student welfare is part of each meeting. Past topics have included academic fraud, student employment, tutoring at-risk students and hazing. There is a strong commitment to the representation of women and minorities on this Board.
The Student-Athlete Advisory Board, comprised of student-athletes, was started in 1994.
Each team, by sport, nominates one student representative to the Board. This group provides students with their own forum to provide input and discuss information affecting student welfare. The Director of Athletics, Senior Woman Administrator and Faculty Athletics
Representative serve as ex officio members of the Board.
The Director of Affirmative Action and Human Resources Personnel are responsible for ensuring nondiscriminatory practices in the recruitment and selection of University personnel. They are valuable resources to ensure equitable opportunities for women and minorities.
The advisory boards as well as this self-study process, provide ways to monitor the welfare of student-athletes. Other avenues used successfully by the Department of Athletics to keep in touch with the needs and issues of all students include close working relationships with the
Faculty Athletics Representative, student educational services, and all the departments of student development.
4.3.2
Describe the institution’s educational enhancement programs (e.g., education regarding career guidance counseling; personal counseling; health and safety; alcohol and other drug guidelines; non-academic components of life skills programs) available to student-athletes.
Describe practices/procedures in place to encourage and assure student-athletes’ access to these programs.
Programs and Services Available to Student-Athletes
In addition to the range of services available to Saint Louis University students generally
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such as health care, academic support services and career counseling, the University provides some specialized services to students who participate in athletics. For example, there is a full-time director of academic services for the Department of Athletics. It is not the intention of the Department of Athletics to duplicate services the University already provides for students in general; rather, it supplements those services for the unique needs of studentathletes and attempts to coordinate or familiarize student-athletes with those services. The following narrative describes services offered to Saint Louis University students in general; these services are also available to student-athletes.
Career Services
Career services offers individual career counseling for students and alumni in choosing or changing a career direction, assessing abilities, interests and values, clarifying career goals, writing a resume or cover letter, preparing for interviews or conducting a job search. Career services maintains a comprehensive, up-to-date career resources library designed to support all facets of career development and job search needs. Career services also sponsors career fairs, a student computer lab, computerized resume referral, education credential files, mock interviews, workshops, resume review service, job listings available on-line and in the career services resource library, a career decision making class, part-time employment listings, and experiential learning opportunities.
Academic Services
Academic services of Saint Louis University maintains student records, provides essential academic information and forms, and interprets academic policy for new freshman, new transfer students, and current students who have not yet declared majors. Academic services assists students with curriculum planning, academic decision-making, registration and, when appropriate, refers students to a wide variety of University resources. Academic services also provides an orientation and registration program for incoming freshmen and transfer students.
Student Educational Services
In 1969, Saint Louis University’s Student Educational Services (SES) was established to assist students whose educational background did not prepare them adequately for college.
Since then, SES has evolved into a multi-faceted support program that provides services to any Saint Louis University student who needs learning assistance. SES provides individual tutoring, a Writing Center to improve students’ writing skills, supported learning groups, summer school for incoming freshmen, a Reading Center created to improve reading comprehension and increase reading speed, a Resource Center to enhance effective student habits and test-taking skills, and Disabilities Services to encourage challenged students to achieve academically and adjust socially to college life. SES also provides academic, personal and peer counseling and standardized testing (e.g., GRE, GMAT and TOEFL).
Student Health and Counseling Center
This center offers Saint Louis University’s students standard health care services:

Office visits, including the services of a physician, nurse or medical assistant for flu-like symptoms, cough, common cold, etc.
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
Laboratory tests – complete blood count, pap smears, urinalysis, throat cultures, and testing for pregnancy, mononucleosis and sexually transmitted diseases.





Immunizations and allergy injections.
Gynecology services.
EKG interpretations.
Physical exams.
Radiology procedures for sprains, fractures and chest conditions.
The student counseling service is staffed by social workers, psychologists and counselors who offer individual, couples and group counseling to students. Counseling services are available for improving relationships with family, friends and roommates; becoming more comfortable with one's sexuality and sexual orientation; dealing with painful feelings like loneliness; coping with the stresses of college life; dealing with difficult family situations such as divorce; coping with traumas (e.g., rape, physical or sexual abuse); and alcohol, drug or eating problems.
The student health and counseling center also provides educational and wellness programs for students on topics such as nutrition and weight management, standard first aid and CPR, dating and relationships, stress management, blood pressure screenings, and alcohol-related issues.
Practices/Procedures to Assure Student-Athletes’ Access to these Programs.
Student-athletes participate in a mandatory orientation, which covers the types of services available to all students at Saint Louis University. Student-athletes receive both a Student
Handbook and a Student-athlete Handbook.
In addition to the University services available to all students, supplemental services for Saint
Louis University student-athletes are provided through the Department of Athletics. These specialized services for student-athletes include the following:

Specialized Tutoring: The director of academic services for the Department of
Athletics hires approximately thirty tutors a year to perform approximately 900 hours of tutoring. “At-risk” students are required to attend six hours of study session and to meet with a tutor as necessary. While the academic success of student-athletes has been commendable, with a cumulative GPA of 3.28 for the 2001-2002 academic year, special attention is warranted for students who find difficulty in achieving standards that will lead to graduation.

Special workshops are offered for student-athletes. During the 2001-2002 academic year, workshops held for student-athletes included:
1) Drug education;
2) Career planning and interviewing skills;
3) Team-specific workshops on issues such as nutrition and professional sports after college;
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4) Gambling and academic dishonesty.
5) Sexual assault
4.3.3
Describe the institution’s process for conducting the student-athlete exit interviews required by NCAA Constitution 6.3.2 and the means by which this information is used to better the student-athlete experience. Describe other avenues available to student-athletes to provide input. Attach written materials (e.g. forms) used to document student-athlete exit interviews.
During the latter part of a student-athlete’s last semester prior to graduation, a “Saint Louis
University Intercollegiate Department of Athletics Student-Athlete Exit Interview” questionnaire is given to each student (Appendix 9). Students who have chosen to leave a team or the University prior to graduation also are encouraged to complete an exit interview.
A description of the exit interview process is included in the Student-Athlete Handbook.
Students are asked to complete the form, including the sport in which they have participated
(names are optional), and to mail or deliver the form to the Senior Woman Administrator.
The Senior Woman Administrator reviews the exit interview forms with the Faculty Athletics
Representative. They discuss trends, themes, issues and concerns of the student-athlete. If a negative trend or problem is identified, the Faculty Athletics Representative will meet with the trainer or coach involved to achieve resolution. He will talk with the student regarding the issue as necessary. General trend information on student welfare garnered from exit interviews is shared with the Athletic Advisory Board, Student-Athlete Advisory Board and the Director of Athletics.
4.3.4
Describe and attach a copy of the institution’s grievance or appeals procedures available
to student-athletes.
All Saint Louis University students are subject to the code of conduct detailed in the
“General Student Rules and Regulations” within the student handbook. Procedures for filing complaints against faculty, staff and fellow students are outlined. Students accused of misconduct have access to an appeals process. See the 2001-2002 Saint Louis University student handbook in Appendix 7 for the following grievance and appeals procedures.

Section 1.10 Procedure for Nonacademic Student Grievances, page 75
 Section 1.11 Saint Louis University’s Sexual Harassment Policy, page 76

Section 2.0 Code of Nonacademic Student Discipline and Responsibility, pages 80-86

Saint Louis University Policy Procedure for the Consideration of Grievances by
Undergraduate Students in the Academic Setting, pages 92-95
All students receive the current student handbook annually.
4.3.5
Identify the administrator who is responsible for the institutional awareness of health, safety and sports medicine policies. Describe the process by which these policies and guidelines are disseminated within the athletics department, who receives this information
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and how these issues are addressed within the athletics department.
The Senior Woman Administrator is the person responsible for the institutional awareness of health, safety and sports medicine policies. The Senior Woman Administrator and the Head
Trainer manage the policies and procedures and disseminate them to the proper coaches and athletes. The Head Trainer meets with each team and reviews the procedures as appropriate.
All policies are disseminated to coaches and athletes and placed in the Department’s policy and procedure manual for implementation.
4.3.6
Attach a copy of the institution’s emergency medical plan for practices and games, including its written emergency plan for the athletics program and specific coverage for out
1.
SLU Lightning Policy
2.
Emergency Protocol: Simon Recreation Center
3.
Emergency Protocol: Field Hockey
4.
Emergency Protocol: Off-Campus Sites
5.
Emergency Protocol: Softball Field
6.
Emergency Protocol: Billiken Tennis Center
7.
Emergency Protocol: Baseball Field
8.
Emergency Protocol: Soccer Practice Field
9.
Emergency Protocol: Hermann Soccer Stadium
10.
Emergency Protocol: Bauman-Eberhardt Center
11.
2002 Impermissible Substance Education Program
4.3.7
Using the program area checklist for student-athlete issues, please: a.
Describe how the institution studies these topics as they apply to all student– athletes; b.
Provide data demonstrating the institution’s commitment to these issues for all student-athletes; and c.
Explain how the institution will address these topics in the future for the welfare of all student-athletes. of season training, strength training and skills sessions.
Please see Appendix 10 for the following documents:
Evaluation
Student welfare is monitored through review of student-athlete exit interviews, as described above.
Organization and Structure
The Senior Woman Administrator is responsible for monitoring student welfare issues within the department. She handles student complaints, monitors equity issues within the department and discusses student welfare issues with staff members. The
Senior Woman Administrator is a member of the Athletics Advisory Board.
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The Faculty Athletics Representative is a visible presence at the athletics facilities and events. He is able to observe the treatment of athletes at competitions, practices and study sessions and informally interact with student-athletes. The Representative reviews student-athletes’ exit interview information and meets with staff to resolve student issues raised through these interviews. As an exofficio member of the
Student-Athlete Advisory Board, he hears the concerns of student-athletes and responds as needed through their board representatives. The Faculty Athletics
Representative chairs the Athletics Advisory Board. Student-athlete welfare is a standing agenda item at board meetings.
Participation in Governance and Decision-Making
Students have an opportunity to participate in the governance and decision-making processes in the Department of Athletics through the following advisory boards.
These are on-going boards with student representation.
Student-Athlete Advisory Board. This board is composed of one athlete from each team and meets once a month. New policies and procedures and other issues important to the athletics program are presented to the Student Athlete Advisory
Board for comment before implementation. The board considers each issue and provides a response to the Senior Woman Administrator.
Athletic Advisory Board. This board meets once each semester. It is composed of 14 staff and faculty from various campus departments and organizations. In the past at least one student was appointed to this advisory board. Currently, there is no studentathlete representation. The board regularly discusses issues pertaining to student welfare. The Faculty Athletics Representative shares with the board issues raised by the student advisory board.
Program and Activities
As noted earlier in this chapter under 4.2.5, the University has developed a number of programs, activities and services for students that are also available to any studentathlete. Many of these are listed below, but this list is not exhaustive:
Academic Services
Career Services
Residence Life Programs
Recreation and Student Life Programs
Student Educational Services
Student Health and Counseling Center
4.3.8 Attach a copy of the institution’s student-athlete handbook
Please see Appendix 6.
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Operating Principle 4.4 Sportsmanship and Ethical Conduct
4.4.1
Explain how the institution is organized to further its efforts related to the sportsmanship and ethical conduct operating principle on the previous page and provide evidence that matters concerning sportsmanship and ethical conduct are monitored, evaluated and addressed on a continuing basis.
The division of student development sponsors various programs for University students to prepare them with the basic tools to be responsible adults. The Director of Academic
Services for the Athletics Department coordinates the participation of student-athletes at these programs. In addition, the Director of Academic Services arranges life skills sessions for the student-athletes. These life skills speakers have addressed topics such as career planning, sexual assault, agents, gambling, drug and alcohol abuse, budgeting and etiquette.
The Director of Academic Services continually interacts with the students and readily gets their feedback on the quality and effectiveness of the speakers.
4.4.2
Describe and attach a copy of the institution’s written policies and procedures on sportsmanship and ethical conduct, including sanctions that may be levied for inappropriate behavior.
Saint Louis University uses Conference USA’s sportsmanship code to establish its standards for proper athletic and competitive behavior. This code is displayed prominently within the training areas and athletics facility.
In addition, page 6 of Saint Louis University’s
Student-Athlete Handbook describes the expectations placed on student-athletes. The Department of Athletics maintains a high standard of academic, athletic and social excellence and expects exemplary behavior from its athletes. Of particular note are prohibitions against sexual harassment or misconduct, violence (actual or threatened) and illegal possession, use, manufacture, sale or distribution of alcohol or other drugs.
The Department of Athletics’ philosophy statement and student conduct policy is printed in the Student-Athlete Handbook (Appendix 6, pages 5,6,7). This conduct policy supplements the guidelines outlined in the University’s Statement of Student Rights and Responsibilities.
The statement of student rights is contained in the University Student Handbook, Appendix
7, pages 95-96.
4.4.3
Describe the institution’s educational activities/programs in the area of violence, abuse and harassment committed by student-athletes.
The Department of Athletics collaborates with the Office of Student Development in providing programs for student-athletes. In the spring of 2001 all student-athletes attended a presentation on abuse, aggressive behavior and date rape.
4.4.4
Describe educational activities related to sportsmanship and ethical conduct for student- athletes, coaches, support groups (e.g. alumni, cheerleaders) and all others associated with
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the intercollegiate athletics program.
The Department of Athletics collaborates with Student Development in assuring that these issues are addressed. Sections of the Student-Athlete Handbook dealing with these issues are brought to the attention of the student-athletes. In the spring of 2001, all student-athletes attended a presentation on abuse, aggressive behavior and date rape.
4.4.5
Describe mechanisms the institution has in place to review and monitor the effectiveness of its sportsmanship and ethical conduct policies and procedures. Also provide a brief description of incidents that have been reviewed through these mechanisms in the last three years.
The Director of Athletics individually addresses each violation of sportspersonship and ethical conduct. In 2002, a coach and an athlete were ejected from competition on two different occasions. The director addressed each, and both were cautioned about their behavior and informed of ways to better represent their team and institution.
4.4.6
Describe specific incidents over the last three years that shed light on the institution’s commitment to the values of sportsmanship and ethical conduct (e.g. citations or sanctions from the conference office, sanctions or reprimands from the NCAA for conduct during its championships, awards received by the institution or its athletes for exemplary behavior in this area).
As a Catholic, Jesuit institution, ethics and moral behavior are infused throughout the students’ education experiences, including their athletic experiences. There is a strong commitment on the part of administration, faculty, and coaches for the highest standards of ethical conduct. There are virtually no signs of incidents or ethical misconduct on the part of coaches or student-athletes at Saint Louis University. Conference USA sponsors a sportsmanship award in all sports. This award is given to student-athletes, coaches or teams that perform an individual act of sporting behavior or generally conduct themselves with a high degree of good sportsmanship. Individuals and teams can be nominated by any staff member of a Conference USA institution or the Conference Office.
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Evaluation and Plan for Improvement
4.1. Gender Issues If Currently
No or If
Deficiencies
Exist,
Indicate
Has the institution: a. Implemented its approved
Plan For
Currently Found On Currently Improvement
Yes Page(s) No Number
gender-equity plan from the X 3-4
previous self-study? b. Provided an explanation
from appropriate institutional
authorities if its gender-equity N/A
plan was modified or not fully
carried out? c. Demonstrated that it is
committed to, and has progressed
toward, fair and equitable X 5-8
treatment of both male and
female student-athletes and
athletics department personnel? d. Formally adopted a written X 7-9
plan for the future for the
intercollegiate athletics program
that ensures the institution maintains
a program, or continues progress
toward a program, which is
equitable for both genders? e. Developed a plan that includes X Appendix 4
measurable goals the institution
intends to achieve, steps the
institution will take to achieve those
goals, persons responsible and
timetables?
Yes No
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On the basis of the yes/no answers X above, is the institution in substantial conformity with
Operating Principles 4.1 (Gender
Issues)?
4.2. Minority Issues?
Indicate
If Currently
No or If
Deficiencies
Exist,
Has the institution:
Yes
Currently a. Implemented its approved
minority-opportunity plan X 4-5
Found On
Page(s)
Currently
No
Plan For
Improvement
Number
from the previous self-study? b. Provided an explanation NA
from appropriate institutional
authorities if its minority-
opportunities plan was modified
or not fully carried out? c. Demonstrated that it X 11-13
committed to, and has prog-
ressed toward, fair and
equitable treatment of all
minority student- athletes and
athletics department personnel? d. Formally adopted a written X 13-15
plan for the future for the
intercollegiate athletics program
that ensures the institution maintains
a program, or continues progress
toward a program, which is expands
opportunities and support for minority
student-athletes and academic
department personnel? e. Developed a plan that includes X Appendix 7
measurable goals the institution
intends to achieve, steps the
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institution will take to achieve those
goals, persons responsible and timetables?
Yes
On the basis of the yes/no answers X
No above, is the institution in substantial conformity with
Operating Principles 4.2
(Minority Issues)?
4.3 Student-Athlete Welfare If Currently
No or If
Deficiencies
Exist,
Indicate
Does the institution: a. Demonstrate a X
commitment to the fair
15-19
Plan For
Currently Found On Currently Improvement
Yes Page(s) No Number
treatment of student-
athletes, particularly in
academic role as students? b. Provide evidence that X 15-19
the welfare of student-athletes
and the fairness of their treat-
ment is monitored, evaluated
and addressed on a
continuing basis? c. Have established
grievance or appeal
procedures available to
X 19
student-athletes in
appropriate areas? d. Provide evidence that
the institution has in
place programs that
protect the health of and
provide a safe
environment for its
student-athletes?
X 19-20
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Yes No
On the basis of the yes/no answers X above, is the institution in substantial conformity with
Operating Principles 4.3
(Student-Athlete Welfare)?
4.4 Sportsmanship and Ethical Conduct.
Indicate
If Currently
No or If
Deficiencies
Exist,
Does the institution
Yes
Currently a. Demonstrate that in X 21
the area of inter-
Found On
Page(s)
Currently
No
Plan For
Improvement
Number
collegiate athletics, it is
committed to these
fundamental values of
sportsmanship and ethical
conduct? b. Have established a set
of written policies and X 22
procedures in this area? c. Demonstrate that X 22
educational activities related
to sportsmanship and
ethical conduct exist for
individuals and groups
associated with the
intercollegiate athletics
experience? d. Provide evidence that the
effectiveness of activities in this
area are monitored, evaluated
and addressed on a
continuing basis?
X 22-23
Yes
On the basis of the yes/no answers X above, is the institution in
No
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substantial conformity with
Operating Principles 4.4
(Sportsmanship and Ethical
Conduct)?
Although the institution is in substantial conformity with the Operating Principles related to Equity, Welfare and Sportsmanship, the plans for improvement, on the following page, were suggested and adopted by the steering committee and have been adopted by the institution.
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Issues/Operating Measurable
Principle Goals
Rules Education
Initial and Continuing
Eligibility
Compliance Environment
Equipment and Apparel
Educational Enhancement
Programs
PLAN FOR IMPROVMENT
Education of parents and student-athletes concerning professional opportunities.
Education of tutors regarding NCAA rules
Documentation of processes and procedures for appeals by for student-athletes.
Equal distribution/ access and purchasing of equipment and apparel.
Monitor, evaluate and address effectiveness of tutoring programs
Steps to achieve
Goals
Create a department wide inventory process for equipment and apparel.
Inventory log supplied by each coach to show items distributed and returned.
Review of tutoring program outcomes, with particular attention to minority students
Create educational materials on agents, gambling, financial aid, eligibility & academic standards.
Conduct an
NCAA rules education session for all tutors hired to work with studentathletes.
Establish written policies and procedures for transfer and financial aid release appeals.
Written policies and procedures included in
Student-Athlete
Handbook
Individual
Offices
Responsible
Director of
Compliance
Director of
Academic
Services
Director of
Compliance
Faculty Athletic
Rep
Senior Associate
Director of
Athletics
Faculty Athletic
Rep
Senior Associate
Director of
Athletics
Senior Associate
Director of
Athletics
Head Coach of
Each Sport
Director of
Academic
Services
Faculty Athletic
Rep
Athletic Advisory
Committee
Timetable for
Completing the
Work
July 2004
Means for
Funding
None
Necessary
September 2003
July 2003
August 2003
June 2003
June 2003 and ongoing
June 2003 and ongoing
None necessary
None necessary
None necessary
None necessary
None necessary
None necessary
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