SELF-STUDY INSTRUMENT
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 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.]
There were no “corrective actions,” “conditions for certification,” or “strategies for
improvement” imposed by the NCAA Division I Committee on Athletics Certification identified
in the first-cycle certification decision related to 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) explanation for partial completion.
Student-Athletes Integrated in Student Body
Recommendation 1. Continue to promote the development of a fully integrated
Academic Learning Center for student-athletes and students from the general student body.
Action - The Younkin Success Center was opened in the Spring of 2000, providing
programming and services dedicated to the success of the total student body. The Younkin
Success Center houses the College of Education Academic Learning Lab, Career Connection,
Counseling and Consultation Service, the Office of Faculty and TA Development, as well as the
Student-Athlete Support Services Office (SASSO).
ACADEMIC INTEGRITY
1
Recommendation 2. Continue evaluation and refinement of admissions criteria and
academic support services to assure student success and graduation.
Action - Continuation of current practices as refined since last self-study (see Self Study
Items # 1-3). Improved practices include the articulation of admission criteria to all athletic
coaches at the beginning of each academic year, preliminary evaluations of potential studentathletes early in the recruitment process to assist in determining whether a student athlete should
continue to be recruited based on the probability of admission, and a routine review by the
Director of Athletics, the Associate Athletic Director of SASSO and the Office of Academic
Affairs Liaison to Athletics of the academic credentials of prospective student-athletes which can
terminate the recruitment of potential student-athletes if they are informed by the office of
Undergraduate Admissions and First Year Experience (UAFYE) that the student is not eligible
for admission.
Recommendation 3. Continue to expand co-sponsored educational programming and
community service projects with other student organizations on campus.
Action - The Ohio State Champs Life Skills Program and the Student-Athlete Advisory
Board have contributed to integrated programming with Greek Life, the Wellness Center, Office
of International Education, the Counseling and Consultation Center, Career Connection, the
Math/Stat Learning Center, the Writing Workshop and many others over the past few years.
Programming has been specific to academic, personal development, career development, and
leadership education, and community service.
Recommendation 4. Increase the interaction with faculty through faculty forums
(integrate into work already being implemented by student organizations on campus).
Action – The purpose of this recommendation was to increase the interaction between
student-athletes, SASSO staff, and faculty members in an attempt to improve communication
and more effectively track student-athlete progress. As a result of much discussion, it was
ACADEMIC INTEGRITY
2
determined that a more effective way of gaining academic knowledge has been to solicit
academic feedback via technology (e-mails and spreadsheets). This alternative method has
resulted in increased communication and more comprehensive information regarding the
academic progress of student-athletes. The Athletic Council has also instituted a policy of
having a team liaison for each team with a member of Council. Eight of the Council members
are faculty. See Governance Attachment 5.
Recommendation 5. Increase the availability of computers for on-line communication
and access with college offices, libraries, and student services.
Action - When the Younkin Success Center opened its doors in Spring 2000, the Fergus
Computer Lab began to provide the student-athletes with the opportunity for computer access.
The Fergus Computer Lab provides 25 desktop computers plus a printer for student-athlete use.
SASSO also has a stock of laptop computers for coaches to sign out so student-athletes have the
opportunity to do schoolwork while traveling.
Admissions and Graduation
Recommendation 6. Gather data on the percentage of conditional admits for the studentathlete population each year in order to compare to known data on the general student
population.
Action - The Office of Enrollment Management keeps data on the percentage of the
student-athletes who are "conditionally admitted” (i.e. as this term is used, those who are
admitted by the faculty committee on admissions.) This information is available to Athletics or
the Office of Academic Affairs upon request.
Recommendation 7. Track the number of preliminary evaluations of student-athlete
transcripts that indicate they would be "dropped."
ACADEMIC INTEGRITY
3
Action - SASSO maintains a spreadsheet of all prospective student-athlete academic
credentials. Student-athlete transcripts are reviewed regularly by an "internal review committee,"
which includes the Director of Athletics (Andy Geiger), the Office of Academic Affairs Liaison
to Athletics (David Frantz), and the Associate Athletic Director for SASSO (Kate Riffee). As
student-athletes are “approved," they are kept as "active" on the spreadsheet. If prospective
student-athletes are deemed "non admissible," they are immediately tagged as "inactive," but
remain on the spreadsheet. A final tally of such cases needs to be reported more systematically.
Recommendation 8. Implement a procedure to allow for checks and balances regarding
the work of the staff responsible for the review/evaluation of student-athletes during the
admission process.
Action – A preliminary evaluation of transcripts and other academic credentials is
performed by the Office of Admissions to determine the prospective student-athlete’s
admissibility to Ohio State. If it is determined that a prospective student-athlete is admissible
under the “rolling admission criteria,” the information is shared with the coach and the
prospect’s admission process is monitored. If the prospective student-athlete does not meet the
“rolling admit” guidelines, the credentials are reviewed by an internal review committee of the
Office of Admissions to ensure a more comprehensive review. See sections 3a and 3b below.
Recommendation 9. Encourage increased accountability from coaches regarding the
signing of “marginal” student-athletes.
Action - The recruitment of academically prepared student-athletes is a performance
element that is a part of the coach's annual evaluation. The addition of the Athletic Department
"internal review committee" has played a major role in the identification of academically at-risk
student-athletes. All prospective student-athletes, scholarship and walk-ons, have their academic
credentials reviewed by the Director of Athletics (Andy Geiger), the Office of Academic Affairs
Academic Liaison to Athletics (David Frantz), and the Associate Athletic Director (Kate Riffee).
ACADEMIC INTEGRITY
4
All credential packets are reviewed for an endorsement of admission as well as the approval of
athletic grant in aid. If marginal cases arise, members of the committee have thorough
discussions with the respective head coach. An on-going record is kept from year to year in
order to track any patterns.
Recommendation 10. Continue Admissions workshops for coaching staff.
Action - Continuation of current practice at monthly coaches meetings
Academic Authority
Recommendation 11. Implement modern office practices utilizing work flow,
automation and networked information systems, particularly with respect to eligibility, with the
objective of unifying records retained and providing real-time access for all staff.
Action - The Office of the University Registrar has completely automated the flow of
eligibility information. Reports are generated for the Athletic Counselors called the "Planning
Report," which provide very specific eligibility information. The purpose of the reports is to
provide the Athletic Counselors with information so they may "proactively" work with
individual student-athletes and plan their academic progress. A copy of a Planning Report can be
found in Academic Attachment 1. The "Eligibility Review List" is provided to the Athletic
Counselors to provide a "snapshot" of eligibility data. A copy of an Eligibility Review List can
be found in Academic Attachment 2. Both of the reports provided by the University Registrar
are computer-generated. Finally, most academic colleges are fully utilizing the "Degree Audit"
process accurately. All student-athletes are provided with a copy of their Degree Audit on a
quarterly basis.
Recommendation 12. Encourage the hiring of a full time technology expert who would
be responsible for the implementation and required training of recommendation one listed above
ACADEMIC INTEGRITY
5
Action - The Department of Athletics Information Technology (IT) has three full-time
and two part-time staff members. The IT staff works [with SASSO] to maintain their computers,
to provide education on the use of software, to maintain the computers in the Fergus Computer
Lab, to maintain the bank of laptop computers used by the student-athletes for travel, and to
provide many related services.
Academic Support
Recommendation 13. Assign specific UVC (University College) advisors to work with
student-athletes and identify them as adjunct members of the SASSO staff.
Action - Prior to the dissolution of University College, specific advisors were assigned to
the student-athlete population in the College. Members of the staff were routinely in attendance
at SASSO staff meetings. Communication improved dramatically, and the collaboration between
SASSO and University College was in part responsible for more effective academic advising.
Since UVC disbanded and the office of Undergraduate Student Academic Services (USAS) took
over advising functions, similar practices remain. In USAS, there is a coordinator of advising for
student-athletes and a designated person in each of the five Arts and Sciences colleges. In all
academic colleges there is also a designated person who advises student-athletes. It is a great
benefit for student-athletes to have one designated advisor in their academic college.
Communication is streamlined, the opportunity to educate the college advisors on the various
eligibility requirements exists, and SASSO and the academic colleges can provide a "checks and
balances" system to avoid errors in advisement. It is important to note that the designation of
one student-athlete advisor per college may lead to more support in smaller colleges than in
larger ones. It is also important to note that turnover in advisors is sometimes a University-wide
problem that affects student athletes as well as non-athletes.
ACADEMIC INTEGRITY
6
Recommendation 14. Encourage a thorough review of the academic instruction provided
on campus and the apparent connection to the increasing need for tutors.
Action - The Learning Support Group was designed to provide an opportunity for
increased communication among units, by providing learning resources and encouraging
collaboration amongst units. The Learning Support Group meets monthly. Within SASSO, there
has been a significant increase in the collaboration between Athletics and the Writing Workshop
and the Math/Stat Learning Lab.
The Writing Workshop coordinates the tutor hiring and
training of writing tutors, and the Math/Stat Learning Lab provides the same assistance for tutors
in mathematics.
Recommendation 15. Encourage the incorporation of Life Skills programming as a
condition of eligibility.
Action - As the Champs Life Skills Program continues to grow in scope and studentathlete participation, it was decided not to mandate workshop attendance as a condition of
eligibility. The Champs Life Skills Program sponsors one program in the "major speakers series"
each quarter. Attendance at these programs has increased dramatically. Many student-athletes
take advantage of the programs offered by the Champs Life Skills Program through the "menu of
workshops." Enrollment demand has increased for two classes designed to address life-skill
issues for athletes, EduPAES 263 - Contemporary Issues Affecting College Student-Athletes
class, as well as EduPAES 315 - Positive Transitions for Student-Athletes. SAAB and Majority
of One both have very active memberships, and the majority of student-athletes take part in some
form of community service each year.
Recommendation 16. Encourage all student-athletes to enroll, if possible, in EduPAES
263 prior to Graduation.
Action - Most student-athletes enroll and complete the course. Some academic programs
allow very limited or no free electives, making mandatory enrollment in 263 not feasible.
ACADEMIC INTEGRITY
7
Scheduling
Recommendation 17. Complete the policy guidelines for the Academic Progress and
Eligibility Committee based on historical documentation of past practice and recommendations
resulting in the NCAA Certification Self-Study Report.
Action - There is a continued need for this process to be evaluated. The recommendation
is set as a priority for the Academic Progress and Eligibility Committee of the Athletic Council
for the 2002-03 academic year. A complete and thorough review will be completed.
Recommendation 18. Encourage the NCAA/Big Ten review of scheduling procedures
that require a student-athlete to miss the same weekday of class more than three times during a
quarter.
Action - The Academic Progress and Eligibility Committee of the Athletic Council,
during the 2000-01 academic year, conducted a review of student-athlete missed class time. The
Committee found that missed class time for most sports did not exceed the University guideline
of no more than five days per quarter. However, Big Ten and NCAA schedules, especially for
post-season competition, continue to be an issue for schools on the quarter system like Ohio
State. It is fair to say that the University has not been aggressive about encouraging reviews at
the Big Ten and NCAA levels.
Recommendation 19. Encourage a continuous, thorough review of required studentathlete time for pre-game activities.
Action - The Academic Progress and Eligibility Committee of the Athletic Council has
addressed the issue, but further steps need to be taken in a systematic function.
Recommendation 20. Encourage the consideration of a student-athlete's academic
program when scheduling medical procedures.
Action - The Health and Social Responsibility Committee (HSR) was formed to improve
ACADEMIC INTEGRITY
8
communication between the Sports Medicine Program and SASSO. The Health and Social
Responsibility Committee is now making annual reports to the Equity and Student Welfare
Committee of the Athletic Council. At monthly HSR meetings, the health and medical welfare of
student-athletes is discussed. Because of certification, the Athletic Training staff will file a form
with SASSO, notifying them of any impending surgeries of student-athletes. With this
information, faculty can be notified and academic issues can be resolved prior to the medical
procedure.
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.
NOT APPLICABLE.
Operating Principle
2.1
Academic Standards
Self-Study Items
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 these 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 for student-athletes.
Admission decisions for all domestic undergraduate students entering The Ohio State
University are made in the Office of Undergraduate Admissions and First Year Experience in
consultation with the Faculty Committee on Admissions, which sets the admissions policies
according to the philosophy and guidelines set by the University Senate and Board of Trustees.
Student-athletes follow the same procedures, and are subject to the same admission criteria, as all
ACADEMIC INTEGRITY
9
other applicants.
The criteria for freshman competitive admission to the Columbus campus were initially
established for the class entering the Autumn of 1987, based on research that showed which
factors had the greatest correlation to success as measured by grade point average and retention
rate. These data are re-analyzed periodically to ensure that the criteria are still appropriate. Prior
to 2002-2003, criteria for admissions differed from quarter to quarter; now Autumn quarter
criteria apply to all quarters.
Admission criteria are clearly articulated in the various application bulletins (freshman,
transfer, and international student applications) that are distributed by UAFYE and International
Admissions upon request, through high school guidance offices, by various college and
department staff, by the Athletics Department recruitment staff, and via the Internet.
Criteria for Freshman Admissions (domestic students)
Primary Criteria:
 Successful completion of the college preparatory curriculum while in high school. The
minimum college prep requirements are listed below. Numbers in ( ) represent the
recommended number of units for strong preparation.
∙ 4 units of college prep English
∙ (4) 3 units of college prep math
∙ (3) 2 units each of college prep science, social science, and
the same foreign language
∙ 1 unit of a visual or performing art
∙ 1 additional unit of the above courses
 Performance in high school as shown by class rank or grade point average
 Performance on the ACT or SAT
Students may be given additional consideration if:
 they exceed the minimum curriculum in math, natural sciences, or foreign language
 they attend a competitive high school
 they provide cultural, economic, racial, or geographic diversity
ACADEMIC INTEGRITY
10
 they possess particular outstanding talents
 they have been involved in extracurricular activities, significant work experience or
leadership positions
 their high school performance was adversely affected by physical, mental, or learning
environment factors
 they are eligible for and will benefit from organized support services at Ohio State.
Generally, 2-7 weeks after all materials are received, a decision is made to admit on a
rolling basis, defer (until after the February 15th application deadline), or deny the application.
Please refer to section 3a for a deferral, denial process.
Criteria for Domestic Transfer Students
Transfer students with 45 or more quarter hours of transferable credit from another postsecondary institution with a 2.0 grade point average or better will be automatically admitted to
the University. Students with fewer than 45 hours will be considered for admission based upon a
combination of their performance in high school and college. Many of the same factors as
indicated for freshman applications will be considered in these cases.
Criteria for International Undergraduate Students
Generally speaking international students must meet more rigorous standards of
admission. International applicants are evaluated based on their academic credentials as well as
scores on the TOEFL or MELAB language tests, autobiography of goals, an affidavit of financial
support, and a confidential bank statement.
Role of the Athletics Department in the Admission Process for Student-Athletes
The Department of Athletics has no decision-making authority in the admission process
for student-athletes. A very proactive stance is taken so that clearly inadmissible students do not
receive continued recruitment by the Department of Athletics. It is a routine procedure for the
ACADEMIC INTEGRITY
11
Director of Athletics, the Associate Athletic Director for SASSO, and the Office of Academic
Affairs Liaison to Athletics to review the credentials of prospective student-athletes and to stop
recruiting potential student-athletes based on their own reading of the case or if they are
informed by UAFYE that the student is not eligible for admission. To assist the Department of
Athletics in maintaining high standards relative to its recruitment activities, UAFYE articulates
the admission criteria to all athletic coaches at the beginning of each academic year. They also
provide the Department of Athletics with preliminary evaluations of potential student-athletes
early in the recruitment process to assist in determining whether a student athlete should continue
to be recruited based on the probability of admission (please refer to the preliminary admissions
review chart found in Academic Attachment 3). The Department recruits students to the
University who possess outstanding athletic talent, not unlike other departments who recognize
the unique contributions that individuals can bring to the University. Departments such as
Dance, Art, and Music play a role in the recruitment of talented students, as does the Office of
Minority Affairs, ROTC, the University Honors and Scholars Center, and the Office for
Disability Services.
2.
Compare the admissions 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 sport
groups listed in the NCAA Division I graduation rates disclosure form) and
for all entering freshmen students (by gender and by racial or ethnic group).
The Ohio State University undergraduate population has changed dramatically since the
last NCAA review. The average ACT of entering freshmen went from a 3-year average of 23.0
(1992-1995, as reported in the 1996 NCAA certification report) to 25.2 in 2001. In addition,
greater numbers of honors students matriculated, and the freshman class has increased in
diversity every year. The student-athlete profile has changed over this same period although not
ACADEMIC INTEGRITY
12
as dramatically. Data from 1999-2001 were collected for the general student population and
student-athletes on athletic aid are formatted on the following pages as requested (see Tables 13). In addition, average ACT scores for 1999-2001 were calculated and compared to the 3-year
average (1992-1995) data presented in our first NCAA Certification Self-Study. These data are
presented in Tables 4 and 5.
ACADEMIC INTEGRITY
13
avg
ACT sum
ACADEMIC INTEGRITY
14
avg
ACT sum
avg
ACT sum
ACADEMIC INTEGRITY
15
avg
ACT sum
ACADEMIC INTEGRITY
16
Table 4
3-Year Average Freshman ACT Scores
For Subpopulations of the General Student Body and
Student-athletes on Athletics Aid
By Gender and Ethnicity
All Students
All Student Athletes
Male Students
Male Student Athletes
Female Students
Female Student Athletes
Black Students
Black Student Athletes
Hispanic Students
Hispanic Student Athletes
White Students
White Student Athletes
1992-1995
23.0
20.4
23.5
20.3
22.4
20.5
19.4
17.9
22.2
23.4
21.7
1999-2001
25.2 (N=17679)
22.3 (N=352)
25.9 (N=8766)
22.0 (N=195)
24.8 (N=8913)
22.7 (N=157)
20.9 (N=1729)
19.6 (N=66)
23.0 (N=465)
24.1 (N=6)
25.9 (N=14,014)
23.1 (N-256)
Change
2.2
1.9
2.4
1.7
2.4
2.2
1.5
1.7
.8
2.5
1.4
Notes: N is total population for 3 years. N unreported for 1992-1995. Insufficient number of
Asians and Native Americans for comparison.
Table 5
3-Year Average Freshman ACT Scores
For Subpopulations of the General Student Body and
Student-athletes on Athletics Aid
By Sports Group
Men
Women
Football
Basketball
Baseball
Track
Other Sports
Basketball
Track
Other Sports
1992-1995
19.3
18.7
21.2
19.4
21.6
18.6
17.7
21.7
1999-2001
20.1 (N=58)
20.2 (N=7)
20.2 (N=21)
22.0 (N=18)
23.6 (N=92)
19.8 (N=11)
23.5 (N=27)
22.7 (N=120)
Notes: N is total population for 3 years. N unreported for 1992-1995.
ACADEMIC INTEGRITY
17
Change
.8
1.5
-1.0
2.6
2.0
1.2
5.8
1.0
An inspection of ACT averages over time reveals that a discrepancy continues to exist
between the general population and student-athletes. While this discrepancy has widened for
some subgroups and has reduced for other subgroups, the magnitude of the overall gap between
student-athletes and the larger student body has increased slightly. ACT scores for the general
student body increased by 2.2 points during this time frame (23 versus 25.2) while scores for
student-athletes increased by 1.9 (20.4 versus 22.3).
It should be noted that there were
significant increases in ACT scores for both male and female student-athletes and across all
recordable minority categories. With the exception of Men’s Baseball, athletes in all sports
groups improved across the two reporting periods.
It should be noted that significant gains have been made in the ACT scores of both
student athletes and non-athletes.
The University’s push to increase the preparedness of all
students has been successful, and the Department of Athletics has adjusted its standards to be
consistent with the total University. Increases in ACT scores has been partly due to more
rigorous prescreening early in the recruitment process.
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 processes or appeals
procedures which may be utilized when students are not automatically
admitted because they do not meet the institution’s published entrance
requirements.
Our admission criteria clearly state three primary factors and several additional factors
for consideration. All students admitted to the University meet our published criteria or they are
denied. For the purpose of answering the spirit of the question, we will call an “automatic
admit” one who is admitted under the three primary factors (college prep, class rank/GPA,
standardized test scores). Another group of students is automatically denied because minimum
expectations are not met following review of these primary factors.
If a student is not admitted or denied based on these factors, s/he is referred to the
ACADEMIC INTEGRITY
18
UAFYE Internal Review Committee (IRC) that holistically reviews the additional factors (such
as leadership, community service, work experience, special talents, adverse learning
environments, eligibility for support on campus, etc. as found on pages 10-11).
This committee
is composed of seasoned admissions and enrollment management staff and staff from the Office
of Minority Affairs. Student-athletes, like many other students, may fall into any of these
categories (at minimum, special talents and eligibility for support). Students may again be
admitted, deferred, or denied following the internal review process. When a student-athlete
applicant is admitted through the process of the internal review conducted by the Office of
Admissions, the applicant’s form is referred to the SASSO office where the counselor for that
team, the head coach for that team, the Director of Athletics, and the Academic Liaison sign off,
confirming the academic support that the applicant will receive upon enrollment. When students
are not admitted, colleges, departments or the student have the right to present an appeal to the
Faculty Committee on Admissions. This group determines if the student has a reasonable chance
for success at Ohio State and makes the final decision. Approximately 20-30 appeals (including
athletes) are referred to the Faculty Committee on Admissions each year.
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 so admitted. Provide these comparative data for
the three most recent academic years. For the student-athlete 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 committee reviewed data from the past three years. On average, 32% of the
applicants who are reviewed by the Faculty Committee on Admissions each year are potential
student athletes. All of the student-athletes (100%) over the last three years were granted
admission. The acceptance rate for student non-athletes averaged 60%.
ACADEMIC INTEGRITY
19
4.
List the step-by-step sequence of actions taken by particular individuals on
your institution’s campus to certify initial eligibility for transfer studentathletes. Identify the individual(s) with final authority for certifying initial
eligibility, and their title(s).
At Ohio State, the Office of the University Registrar is responsible and has final authority
for coordinating the initial eligibility process for transfer student-athletes. The process is ongoing
and is initiated when the Athletic Department provides the Office of the University Registrar
with a squad list of potential transfer student-athletes.
The Office of the University Registrar determines the original type of transfer student
process described in Self-Study Item #2 (2-year, 4-year, or 4-2-4 year). All students must go
through the admissions process and be admitted to the University as well as have their transfer
credit evaluated by the Office of Admissions. For all transfer students, the Office of the
University Registrar verifies from the Student Data Base that the student has been admitted to
the University. The Office of the University Registrar will then check for:







years of residency at the previous institution
qualification for the one-time exemption or any other applicable exceptions
release from the previous institution, if applicable
qualifier status
previous degrees earned
number of transferable hours
grade point average at the previous institution
In addition, the Office of the University Registrar applies the 75/25 rule (Academic
Attachment 4) and if necessary, initiates the 25/50/75 (Academic Attachment 4) process,
which involves evaluation of degree hours in the student's program as well as progress toward
the degree. Evaluation of degree hours in the student's program is conducted by the appropriate
college office. If the student passes this evaluation, the Office of the University Registrar checks
to be certain that fees have been paid and full-time hours are scheduled.
ACADEMIC INTEGRITY
20
The review of transfer student-athlete records is conducted by Tim Quinlan, Athletic
Eligibility Coordinator in the Registrar's Office, under the supervision of Shelley Parker, Senior
Degree Audit Program Coordinator in the Registrar's Office. Upon successful review, Big Ten
Certified Eligibility is authorized by the Director of Athletics (Andy Geiger), University
Registrar (Brad Myers), and Faculty Athletics Representative (Susan Hartmann) before the
student is considered eligible. A report called an "Eligibility Review List" is provided to the
coaches and athletic counselors to identify students who are eligible or ineligible, and a followup process is conducted to ensure that all appropriate forms and records are complete.
If declared ineligible, a student-athlete may not compete. He/she may appeal to NCAA or
Big Ten Conference in accordance with their respective appeal policies. The nature of the
student-athlete's ineligibility determines which appeal process needs to be pursued.
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.
All Ohio State University student-athletes undergo a continuing eligibility review
coordinated by the Office of the University Registrar with direct involvement from counselors in
the appropriate college offices. Parts of this review occur quarterly, and the satisfactory progress
check occurs annually. The Athletic Department compiles a squad list of student-athletes for the
upcoming year (example given in Academic Attachment 5). When the student-athlete is
identified as a previous Ohio State student, the Office of the University Registrar begins the
evaluation process and checks according to the procedures outlined in Ohio State Counselors and
Advisors for Progress and Eligibility (OSCAPE). The information collected includes the
following:
 the student's complete academic history at Ohio State, determining if the student initiated
ACADEMIC INTEGRITY
21




enrollment as a new first-quarter freshman or a transfer student, any and all previous
majors at Ohio State, enrollment status (full or part-time) for the student's first 4 quarters
at Ohio State, as well as any other factors that might have an effect on the student's
eligibility.
OSU quantitative (course hours) and qualitative (GPA) requirements
Big Ten quantitative (course hours) and qualitative (GPA) requirements
Year of residency
College of enrollment
If the student has attended Ohio State for at least one full year, the Office of the
University Registrar conducts a satisfactory progress check including application of the 75/25
rule while the appropriate college office concurrently evaluates the student based on the 25/50/75
rule.
If the student-athlete is enrolled in the Colleges of the Arts and Sciences or in the
Undergraduate Student Academic Services (USAS) area, more rigorous standards of
“satisfactory progress” apply. See Academic Attachment 6 for a full description of the progress
policy.
If both the Office of the University Registrar and the college office determine that the
student has met satisfactory progress requirements, the Office of the University Registrar checks
to be certain that fees have been paid and full-time hours are scheduled before certifying
continuing eligibility. The comprehensive review of student-athlete records is conducted by Tim
Quinlan, Athletic Eligibility Coordinator in the Registrar's Office, under the supervision of
Shelley Parker, Senior Degree Audit Program Coordinator in the Registrar's Office. A report
called an "Eligibility Review List” is then provided to the coaches and Athletic Counselors to
identify students who are eligible or ineligible, and a follow-up process is conducted to ensure
that all appropriate forms and records are complete.
Upon successful review, the Big Ten Certified Eligibility List is authorized by the
Director of Athletics (Andy Geiger), University Registrar (Brad Myers), and Faculty Athletics
Representative (Susan Hartmann) before the student is considered eligible. (A copy of the Big
ACADEMIC INTEGRITY
22
Ten Certified Eligibility List is found in Academic Attachment 4.) If ineligible, a studentathlete can no longer compete. He/she may appeal to the Academic Progress and Eligibility
Committee of the Athletic Council, Big Ten, or NCAA in accordance with their respective
appeal policies.
The nature of the student-athlete's declared ineligibility determines which
appeal process needs to be pursued.
ACADEMIC INTEGRITY
23
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.
GRADUATION RATES
Total All Students
All Students (Men)
All Students (Women)
Total Aid Student Athletes
(All)
Total Aided Student Athletes
(Men)
Men: Football
Men: Basketball
Men: Baseball
Men: Track/cross country
Men: Other Sports
Men: Minority**
Total Aid Student Athletes
(Women)
Women: Basketball
Women: Track/cross country
Women: Other Sports
Women: Minority**
1998
1991 Cohort
Number in
Cohort/
Grad Rate
1999*
1992 Cohort
Number in
Cohort/
Grad Rate
2000*
1993 Cohort
Number in
Cohort/
Grad Rate
2001*
1994 Cohort
Number in
Cohort/
Grad Rate
2002*
1995 Cohort
Number in
Cohort/
Grad Rate
5502
2797
2705
86
0.57
0.54
0.60
0.53
5389
2764
2625
92
0.56
0.54
0.59
.052
5283
2573
2710
84
0.56
0.53
0.59
0.50
5920
2973
2947
100
0.55
0.53
0.58
0.62
5788
2837
2951
101
0.56
0.52
0.60
0.60
59
0.47
58
0.45
44
0.34
64
0.53
69
0.54
20
3
6
5
25
20
27
0.35
0.33
0.50
0.80
0.52
0.30
0.67
21
6
8
2
21
18
34
0.33
0.17
0.63
0.50
0.57
0.22
0.65
21
0
1
2
20
16
40
0.14
N/A
0.00
0.50
0.55
0.13
0.68
18
2
8
5
31
20
36
0.50
0.00
0.63
0.80
0.52
0.45
0.78
14
8
9
4
34
14
32
0.57
0.38
0.67
0.50
0.53
0.50
0.75
2
3
22
3
1.00
1.00
0.59
1.00
5
4
25
6
0.80
0.50
0.64
0.67
3
1
36
2
0.33
0.00
0.72
0.50
1
4
31
9
0.00
1.00
0.77
0.78
5
4
23
10
0.60
0.75
0.78
0.70
*
The graduation rates for the 1992 Cohort reflect a change in procedure for calculating graduation rates. Prior to the
1992 group, the cohort included student athletes classified as qualifiers, nonqualifiers, and partial qualifiers. As of
1992, the graduation rates only include student athletes who were classified as qualifiers by the NCAA
Clearinghouse.
**
The classification ‘Minority’ includes all students identified as:
1)
Native American or Alaskan Native
2)
Asian or Pacific Islander
3)
African American
4)
Hispanic
ACADEMIC INTEGRITY
24
7.
Review the graduation rates for 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 comparison of the graduation rates for cohorts 1993 through 1995 (2000 report-2002
report) reflects a number of changes. Though the rate for the overall student population has
remained significantly unchanged (55%-56%), the rate for all student-athletes has increased from
50% (1993) to 60% (1995). The overall male student-athlete rate has increased from 34% to
54% and the minority male rate has increased from 13% to 50%. Sport specific increases have
also occurred in football (14% to 57%), men’s basketball (0 to 38%), and women’s basketball
(33% to 60%). Though we are pleased with the direction the rates are taking, we are still closely
monitoring the retention trends of all of the sub-groups.
Overall observations indicate that all but one athletic sub-group (men: other sports) has
shown an increase since the 1993 cohort, while the overall graduation rate of the student body
has remained constant. This is a significant linear trend. It is also worth noting that with the
1995 cohort report, Ohio State was one of four Big Ten institutions whose graduation rate for
student-athletes was higher than the rate for the general student body.
A significant effort has gone into analyzing the trends in graduation rates and developing
strategies for the continuation of positive trends, including significant expansion of the StudentAthlete Support Services Office (SASSO). (See 2.2.a below.)
The Younkin Success Center is the location of the SASSO program as well as a variety of
other student-oriented services, as noted before. The campus Counseling and Consultation
Service, Career Connection, Academic Learning Lab, and the Office of Faculty and TA
Development oftentimes will collaborate with SASSO in the implementation of academic
resource programming. This type of collaboration has resulted in the expansion of “shared
programming” with other campus learning resources such as the Office of Disability Services,
ACADEMIC INTEGRITY
25
the Writing Center, the Math/Stat Leaning Center, and a variety of College Academic Advisors.
This interaction and collaboration of services has contributed a great deal to bringing the Athletic
Department into the mainstream of campus academia, as well as to reducing budget expenditures
for programming since expenses for programs were shared among offices.
In early 2000, an Ohio State group made a series of visits to three benchmark institutions
to research their retention efforts. Visits were made to Penn State University, Florida State
University, and the University of Nebraska. The examination of factors included recruitment
and admissions, academic support programs, policies and progress toward graduation, and
climate – the academic expectations placed on students and student-athletes to graduate and
whether or not the campus environment supports those expectations. This experience resulted in
recommendations and a proposed action plan. Please refer to Academic Attachment 7 for the
report to Athletic Council.
Immediate action was taken related to structure, and the Office of Academic Affairs
created a position titled Academic Liaison to Athletics. Dr. David Frantz was named to the
position and serves, along with Andy Geiger, as co-supervisor of Dr. Kate Riffee, Associate
Athletic Director for SASSO. Dr. Frantz reports to the Vice-Provost and Dean of Undergraduate
Studies, Martha Garland. Dr. Frantz reports findings to the Office of Academic Affairs on at
least a monthly basis and to the President every six months.
The retention visits suggested other variables that impact the retention and graduation
rates of all students as well as student-athletes. These include the differences between colleges
and universities as they relate to: semesters versus quarters, the number of credits needed to
graduate, the competitiveness of the entry requirements for majors, the presence of a General
Studies major, and the increase of international student-athletes.
The input of student-athletes is critical in designing an academic climate that supports
retention. Student-athlete focus groups were formed to solicit feedback on a variety of programs
ACADEMIC INTEGRITY
26
and services. The Student-Athlete Advisory Board (SAAB) instituted an Academic Integrity
Committee to provide guidance to SASSO. In 2001, the committee designed and implemented a
survey of coaches related to academic issues. The Student-Athlete Exit Survey was revised to
include questions related to improving the academic climate throughout the Athletic Department.
Retention and graduation rate improvements have been impacted by changes in both
hiring practices and performance reviews for coaches as noted above.
Many programmatic changes have been designed and instituted since 2000 to improve
retention and foster an “academic climate.”
Information on these programs, including the
Academic Mentoring Program, Cooperative Learning Groups, Outreach Program, Majority of
One, and Positive Transitions Program can all be found in the Student Athlete Handbook.
Procedures for tracking retention have been expanded in an attempt to determine
institutional factors that lead to non-graduation.
In addition, new intervention efforts now
provide student-athletes with early programmatic support.
As a cohort class is recruited,
academic information is saved on a spreadsheet for future tracking purposes. Information is
added to the spreadsheet on an annual basis to track progress toward degree. Once the cohort
class comes in for graduation rate review, it is our hope that we will have enough information to
provide a complete picture of graduates as well as non-graduates. The “stories” of the nongraduates are important to provide a clearer picture of the cohort class and pinpoint the factors
that may lead to drop out or transfer. This information will result in continual programmatic
improvement.
One facet of the spreadsheet that we are currently monitoring is the number of
student-athletes who receive academic scholarships as opposed to athletic aid. Under present
guidelines, these top academic students are not counted in graduation rates cohorts. We want to
investigate the impact these individuals would have on the rate if they were included in the
calculation.
The revenue producing sports of football and men’s basketball require a more complex
ACADEMIC INTEGRITY
27
system of academic tracking. Historically, seniors in these two sports have left mid-quarter
(football-winter, basketball-spring) to prepare for the professional drafts of their respective
sports. This has been problematic in that late withdrawal or failure to complete courses often has
resulted in costly decreases in the grade point averages of these student-athletes. One new
strategy involves an especially close monitoring of student-athletes potentially impacted by the
professional draft to supervise their progress, attendance, and pattern of withdrawals. Our aim is
to have each student-athlete who leaves prior to earning a degree depart the University in good
academic standing. For those who follow such a course, our Outreach Program is a viable option
for returning to complete the degree.
8.
Describe the specific goal(s) that your institution has set for graduation of
students generally and for graduation of student-athletes.
As outlined in the University's Academic Plan, (Academic Attachment 8), The Ohio
State University is committed to being among the nation's great comprehensive public teaching
and research universities. Our goal is to reach a level of achievement that places us in the top
half of the Big Ten universities and to be a leader of public research universities nationwide by
the start of the next decade.
The University has a goal to improve the profile of undergraduate students and
consequently, the graduation rate. Again, in recent years the graduation rates of student-athletes
have been higher than the student body as a whole. Several University Senate committees
(Council on Enrollment and Student Progress, Faculty Committee on Admissions),
student/faculty groups (Council of Student Affairs), and administrators continue to explore these
challenging issues and work on improving progress and graduation of all students at Ohio State.
Ohio State University is continually working to increase the quality of the experience for all
ACADEMIC INTEGRITY
28
those attending and graduating from the University.
In fact, the University is currently
researching issues related to graduation and retention rates and has recently instituted a 1st Year
Experience program to enhance retention and further improve graduation rates.
Studies from the last two years, conducted by the Office of Academic Affairs, show that
retention rates for new first quarter freshmen for Autumn Quarter have increased significantly.
The University believes that this will translate into higher graduation rates for the general
population in the near future. As the graduation rates for the general student population increase,
our aim is to continue to have the graduation rate of student-athletes exceed that of the general
student population by a recognizable margin.
In addition, the University has added academic expectations and incentives to coaches’
contracts where necessary to increase academic performance. Such coaches receive bonuses if
academic incentives are met. Furthermore, coaches are evaluated on their team’s academic
performance to ensure commitment to academic.
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.
The student-athlete population at The Ohio State University is not given any special or
extraordinary relief from the academic standards or policies established for students. In fact, the
student-athletes are often held to a much higher standard of academic performance. Studentathletes are held to the same standard of “good academic standing” and full time status set for the
general student population. However, there can be no deviation from these standards without
jeopardizing athletic eligibility. The qualitative and quantitative requirements for eligibility as
ACADEMIC INTEGRITY
29
set by Ohio State, the Big Ten Conference, and the NCAA exceed the University definitions of
“good standing.” Please refer to the SASSO manual (Academic Appendix 1).
Operating Principle
2.2: Academic Support
Self-Study Items
1.
Identify, using an organizational or flow chart, how the institution is
organized to provide academic support and advising services to studentathletes (i.e., reporting lines and identification of who does what).
ACADEMIC INTEGRITY
30
OAA Liaison
Associate Athletic Director
Student-Athlete Support Services
Office Associate
Administrative
Intern
Assistant SASSO Director
Coordinator of Athletic
Academic Counseling
Office
Assistant
Computer Lab
Monitors
Director of
Athletics
CHAMPS/Life Skills
Athletic Academic
Counselors
Academic Resource
Coordinator
Coordinator
Life Skills Intern
Graduate Assistants
Tutor Staff
Proctor Staff
ACADEMIC INTEGRITY
29
History
Ohio State has had an academic support system for student-athletes since the late 1960's.
Originally, an assistant coach from each team monitored student-athletes' academic progress.
Eventually, the University became one of the first institutions to hire a full-time Athletic
Counselor to monitor the academic progress and eligibility of student-athletes. The "brain
coach" provided academic support by monitoring study table, providing tutoring, checking
attendance, and reporting student-athletes' grades.
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).
The academic support system has grown in scope resulting in the creation of the StudentAthlete Support Services Office (SASSO) to address the complete academic needs of all studentathletes. SASSO has a CHAMPS (Challenging Athletes Minds for Personal Success) Life Skills
Program which serves to supplement, not replace, the general academic programs and resources
provided for all students.
Staff size was increased in 1993 from a Director and two Athletic Counselors to a
director and three Counselors to reduce the counselor-to-student-athlete ratio and to provide
expanded programs and services. The fundamental purpose of SASSO is to provide
programming and resources which address the needs of the student-athletes. It was impossible to
meet those needs without adequate staff. The counselor-student ratio needed to reflect the ability
to spend time with individual student-athletes to find out what resources were necessary. The
current SASSO staff includes an Associate Athletic Director (the Director position was
upgraded), six Athletic Counselors (one serving as an Assistant Director of SASSO), a Life
ACADEMIC INTEGRITY
30
Skills Coordinator, a Learning Resources Coordinator, an Office Coordinator, six Graduate
Assistants who serve primarily as Academic Mentors, and two interns.
All full-time staff members have advanced degrees in higher education and/or
counseling, with many years of experience in intercollegiate athletics and/or education. The
SASSO program also employs many students, who work as office assistants (2), tutors (50),
study table and computer lab proctors (15), and class attendance monitors (2). Additionally,
graduate students from the College of Education's counselor education and higher education
administration programs assist SASSO staff through internship and practicum opportunities.
The mission statement of SASSO Program outlines a commitment to a comprehensive
life skills program that offers quality educational experiences and services for student-athletes.
SASSO promotes a philosophy of individual responsibility that encourages student-athletes to
value their educational experience. SASSO provides opportunities for academic, athletic, and
personal development, which will foster growth in decision-making and planning as well as the
fulfillment of career and life goals. The programs of SASSO serve approximately 900 studentathletes annually enrolled in 18 different colleges. The breakdown by academic college is as
follows (information as of Spring Quarter, 2002):
Agriculture
Architecture
Allied Medical Professions
Art
Biological Sciences
Business
Dental Hygiene
Education
Engineering
Human Ecology
Humanities
Journalism
Mathematical/Physical Science
Nursing
Social /Behavioral Science
21
7
11
13
35
126
1
62
50
78
44
4
18
1
153
ACADEMIC INTEGRITY
31
Social Work
USAS (freshmen undecided)
2
173
2.
Using the following program areas for academic support issues as
examples, please describe:
b.
Any policies that govern which students can use these services.
If a student-athlete is enrolled and appears on the team squad list, a variety of CHAMPS
program and services are available. The Coordinator of Academic Resources works with the
Athletic Counselors as well as other campus learning resources to determine what interventions
are appropriate for each student-athlete.
Special care and consideration are given to those
student-athletes identified as academically at-risk. This identification is made when a studentathlete presents any of the following:






Upper-class student-athletes with marginal academic records i.e., low GPA, low
degree hours, satisfactory progress concerns.
Freshman student-athletes with remedial placements in math and or English.
Any student-athlete admitted by the Faculty Committee on Admissions.
Any student-athlete deemed an NCAA non-qualifier or partial qualifier.
Any student-athlete with a diagnosed learning disability.
Any student-athlete identified at the Athletic Counselor’s or Learning Resources
Coordinator’s discretion.
Academic Support programs are designed for all student-athletes regardless of academic
ability. Those student-athletes identified as academically at-risk are required to adhere to a
program of support designed to address their specific needs. These programs include, but are not
limited to:








Assessment of academic skills
Study table
Individual tutoring
Academic mentoring
Regular appointments with athletic counselor (when necessary)
Regular appointments with academic resource coordinator (when necessary)
Office of Disability Services counseling (when necessary)
Cooperative learning groups (when necessary)
ACADEMIC INTEGRITY
32
2.
Using the following program areas for academic support issues as
examples, please describe:
c.
The mechanisms by which student-athletes are made aware of these services.
The CHAMPS Life Skills Program of SASSO takes a comprehensive approach to
addressing the needs of student-athletes by providing opportunities for academic, athletic, and
personal development. The CHAMPS mission statement consists of four vital commitments.
1.
The Academic Commitment addresses the academic development and achievement
of each student-athlete. SASSO programs and services begin with recruitment and admission
screening and span through the student-athletes career. All academic information, including
academic requirements, academic programming, and eligibility policies are disseminated through
the Student-Athlete Handbook, the Student-Athlete Planner, “The Buckeye Flash" (a quarterly
student-athlete newsletter provided through all coaches, locker rooms, and SASSO offices,
Academic Attachment 9), electronic mail to each Student-Athlete Advisory Board (SAAB)
representative, and "It's All Academic" (a monthly newsletter distributed to Athletic Department
employees with information about academic deadlines, policies, and procedures, Academic
Attachment 10).
During the recruitment process, the SASSO staff stresses the importance of academic
achievement. Members review the academic records of prospective student-athletes to provide
feedback to the coaches about each student-athlete’s potential for academic success at Ohio
State. They also meet with prospective student-athletes and establish faculty contacts for studentathletes to provide academic information. Once the student commits to Ohio State, the SASSO
staff act as a liaison to various offices on campus (e.g. admissions, residence and dining,
ACADEMIC INTEGRITY
33
financial aid, and summer orientation) and off campus (i.e. NCAA Initial Eligibility
Clearinghouse) to track and monitor processes.
2. The Personal Development Commitment promotes personal growth by providing
education in the areas of decision-making, health, communication, and leadership.
The CHAMPS Program focuses on the student-athlete as a whole person and provides a
system of balanced "life learning" that addresses the personal development needs of studentathletes, needs which must be addressed before as well as after their eligibility is completed. The
personal development program is based on information gathered through the EduPAES 263
journals, exit surveys (Academic Attachment 10), and a bi-annual student-athlete needs
assessment (Academic Attachment 11) so that programs and services reflect the needs of the
student-athletes. SASSO staff addresses such topics as gambling, agents, communication skills,
consumer behavior, substance abuse, and stress management in the EduPAES 263 class, at
Student-Athlete Advisory Board meetings, team meetings, full student-athlete major speaker
presentation, as well as smaller workshops. Other programs and services include the "Majority of
One" program (Academic Attachment 12), Buckeye Adventure-Based Student-Athlete Positive
Potential Program (BABSAPP) (Academic Appendix 1), and Sports Psychology Services.
Athletic Department policies related to personal development are the Student-Athlete
Alcohol and Drug Program, the Eating Disorders Policy, and the Hazing Policy, which the
University is currently finalizing. Copies of the policies are found in the Student Athlete
Handbook Policies section. (Academic Appendix 3)
3. The Community Service Commitment adheres to the notion of "giving back to the
community that supports you."
Student-Athlete Advisory Board special commissions organize a variety of ways for
student-athletes to get involved in the community, such as volunteering with a community
ACADEMIC INTEGRITY
34
service project, raising funds for charity, or speaking with school children to promote healthy
lifestyles, effective decision-making, and academic achievement. One of the most popular
community service initiatives is the Life Through Sport Program. This program is provided
through the Columbus Recreation and Parks Department. Each month, at least one athletic team
works with a local recreation center to teach life skills through their sport. Student-athletes
discuss techniques and skill development to children twelve and under, but also address the time,
sacrifice, and dedication to school that it took to get them to where they are today. This is a very
popular activity, reaching thousands of local youth annually.
A program new for 2002-03 is our “Adopt a School Program.” Working with a Windsor
Academy, a local elementary school, each team has “adopted” a classroom. Throughout the
year, student-athletes will read, tutor, or visit their class.
4. The Career Development Commitment assists student-athletes as they plan and
prepare for life after school.
A variety of resources are available to student-athletes to help them assess their skills and
interests, to learn about different jobs, to network, and to develop job search skills and materials.
Resource people and materials are available through the "Buckeyes Understand Career
Knowledge Starts When Individuals Network" (BUCKS WIN) program (Academic Attachment
13), as well as other programs sponsored by individual College Career Service Offices.
BUCKSWIN and SASSO co-sponsor the annual "Career Network Night," where current junior
and senior student-athletes interact with alumni student-athletes to learn about their chosen
careers and practice networking/interviewing skills. The SASSO staff has also designed a set of
materials to help student-athletes develop a resume, prepare for job interviews, and conduct a job
search. A student-athlete resume document is compiled each year and distributed via CD Rom to
many employers in the United States.
ACADEMIC INTEGRITY
35
During the Fall of 1995, a program was developed called "Positive Transitions.” The
program, now implemented in the University curriculum as EduPAES 315, addresses the skill
development of student-athletes who are about to exhaust their eligibility. The 2-credit class
meets on a weekly basis to discuss issues pertinent to athletic retirement and transition (nutrition,
conditioning, fiscal responsibility, resume writing). A copy of the course syllabus can be found
in Academic Attachment 14.
All programs and resources provided by the SASSO staff are open to all currently
enrolled student-athletes on Athletic Department squad lists. Athletic counselors, academic
advisors, coaches, and/or department administrators encourage student-athletes to participate in
programs and direct them to services that will meet their particular needs. Student-athletes are
made aware of SASSO programs and services through a variety of mechanisms including the
following: summer orientation for freshmen and annual team orientations; the Student-Athlete
Advisory Board and their team representative; Majority of One; courses such as USAS 100, EduPAES 263, and EduPAES 315; individuals such as coaches, athletic counselors, and department
personnel; and written documents such as the SASSO website, quarterly student-athlete
newsletter "Buckeye FLASH," the Student-Athlete Handbook, the Student-Athlete Planner, and
the monthly SASSO "It's All Academic.”
As stated before, the fundamental principle of the SASSO CHAMPS program is that
student-athlete programming must be student-athlete driven. Consequently, data on the academic
and developmental needs of the student-athlete are collected, analyzed, documented, and
addressed through a variety of methods. Exit Surveys are distributed to all student-athletes upon
completion of their eligibility or upon transfer from Ohio State. Exit Interviews with the
Associate Athletic Directors for Sports are performed on a random basis to discuss the quality of
their experience as a student-athlete. Information collected through the Exit Survey and Exit
ACADEMIC INTEGRITY
36
Interviews is used in a coach’s evaluation and student-athlete program development. Also, the
Life Skills Coordinator performs a Student-Athlete Needs Assessment every other year to assess
needs for life skills programming.
Information related to the needs of the student-athlete
population is also obtained through Student-Athlete Advisory Board feedback, evaluations of
Edu PAES 263, and regular monitoring of academic progress, as well as feedback from tutors,
the sport psychology staff, coaches, faculty members, and individual walk in student-athletes.
2.
Using the following program areas for academic support issues as
examples, please describe:
d.
The mechanism for periodic review and approval by academic
authorities outside athletics of these services.
Both the University Office of Academic Affairs, through by Professor David Frantz, and
the Department of Athletics, overseen by Director of Athletics Andy Geiger, perform day-to-day
oversight of SASSO’s operation. The dual reporting structure allows for greater administration
and a more effective connection between athletic and academic entities. David Frantz, Andy
Geiger, and Kate Riffee meet weekly to discuss pertinent information and provide feedback for
the continual improvement of the program.
The Athletic Council provides additional academic oversight through its Academic
Progress and Eligibility Committee (AP&E) and the Faculty Athletics Representative. The
AP&E Committee is a standing committee of the Athletic Council that includes the eight regular,
faculty members, the Faculty Athletics Representative, two student-athletes, and one
undergraduate student who is not an athlete. The committee meets monthly during the academic
year and is typically joined by invited guests such as the Associate Athletic Director for StudentAthlete Support Services and the Associate Athletic Directors for Sports.
AP&E committee
reviews and provides regular feedback and support regarding all SASSO programs and services.
ACADEMIC INTEGRITY
37
The AP&E committee also is responsible for monitoring the academic progress and
eligibility status of all student-athletes. The committee receives summary grade reports from the
Associate Athletic Director for Student-Athlete Support Services (Academic Attachment 15)
that outline the academic progress and eligibility of all student-athletes. The committee reviews
and examines the grade reports within ten days of the conclusion of each quarter. Reports
include information regarding grades, graduation, scheduling, and progress toward a degree. The
AP&E committee chair and the Faculty Athletics Representative review the raw student-athlete
grade report data provided by the Registrar’s office in addition to the summary grade reports
prepared by SASSO. The Faculty Athletics Representative also conducts a continuing spot
check of eligibility with the Registrars Office each quarter. The AP&E committee sets strategies
to support the academic goals of the SASSO and Athletics Department. The Academic Progress
and Eligibility Committee also awards the “Athletic Council Achievement Award,” presented
quarterly to a student-athlete who has overcome obstacles to achieve academic success. The
purpose of this honor is not so much to recognize individuals who are “scholar-athletes” but
those who have had to work hard to succeed in the classroom.
The AP&E committee also reviews University admissions policies and eligibility
requirements as well as athletic policies of the Big Ten and NCAA that pertain to student-athlete
academic progress and eligibility. In addition to keeping the Athletic Council informed of any
academic concerns and issues, the committee recommends to the Council policies concerning
academic progress and eligibility and meeting University, Big Ten, and NCAA standards. Policy
examples include grade point requirements for competition and number of class days missed for
competition.
The AP&E committee meets with the Associate Athletic Director for Compliance to
ensure that internal (OSU) as well as external (NCAA and Big Ten) guidelines are met. The
ACADEMIC INTEGRITY
38
committee also consults with the Offices of the Registrar and Admissions for information about
such issues as how the University interacts with the NCAA Clearinghouse, University
admissions policies for all students including student-athletes, initial and continuing eligibility
for student-athletes as well as graduation rates.
At the conclusion of each term, grade reports are shared with the coaching staff, as well
as the Athletic Department administration. The Office of the University President receives an
annual academic report. The goal of this exercise is to promote awareness and understanding of
academic rules and to promote effective communication among the student-athlete, Athletic
Counselor, coach, faculty members, and other athletic and University administrators. In this
way, academic difficulties can be addressed and academic successes can be celebrated.
There is a close relationship between the various academic colleges and the SASSO
office. Though the Athletic Counselors are not the advisors of record for academic advising,
they do work with the college offices to ensure that student-athletes are in a position to exceed
minimum standards for eligibility. Student-athletes are required to meet with their college
academic advisors at least once a year to review their progress and set projected schedules.
Through the pre-screening process for disability testing, results are tabulated, analyzed,
and if appropriate, referrals are made to the Office of Disability Services for further testing. If a
student-athlete is diagnosed with a learning disability, he/she is immediately eligible for all
appropriate academic accommodations. A variety of psycho-educational assessments are
administered to student-athletes to learn more about their individual skills. Learning styles,
reading and writing skills, learning and study strategies, decision-making skills, and limited
disability testing are provided by the Learning Resources Coordinator.
A variety of academic
skill development programming is also provided by SASSO. Study strategies, studying for
ACADEMIC INTEGRITY
39
mathematics, writing skills, and time management are a few of the topics addressed
in
workshops during the 2001-02 academic year.
Study table and tutoring takes place in the Younkin Success Center. Hours of operation
are from 7:30 a.m. to 9:00 p.m., Monday through Thursday, 7:30 a.m to 12:00 noon on Friday,
and 5:30 p.m. to 9:30 p.m. on Sunday for individual as well as group study and private tutoring.
Participation in the Study Table program is mandatory for all freshman as well as those in the
Academic Mentoring program. Upper-class student-athletes may also be required to participate
at the discretion of their coach. Student-athletes required to attend must sign up in advance for
study table time and for tutoring help in a variety of subjects. The SASSO office employs eight
Study Table proctors and 50 tutors. The majority of the tutoring staff consists of Ph.D. students;
the rest are enrolled in Masters level graduate programs. Attendance is taken daily via computer
ID card scanning and reported daily to the coaches and athletic administration. Individualized
tutoring is available to all student-athletes. Math and English tutors are available during regular
operational hours of Study Table. Tutoring in all other subject areas is available by request.
Tutoring for those in the Academic Mentoring program is individually scheduled and
incorporated into their regular Study Table hours. It is critical that the academically at-risk
student-athletes be encouraged to utilize their individual tutoring opportunities as much as
possible. Procedures for Study Table attendance and the tutoring are described in the SASSO
Staff Manual in section 2, pages 30-31 (Academic Appendix 1).
The Academic Mentoring Program provides assistance to student-athletes who, due to
their present academic standing or skill level, require additional academic monitoring. One of
the main goals of the Mentoring Program is to provide an opportunity for at-risk student-athletes
to develop the academic skills necessary to make a smooth transition from high school to
college. Academic Mentors work regularly, sometimes daily, with student-athletes to increase
ACADEMIC INTEGRITY
40
their skills development in the areas of time management, goal setting, communication with
faculty, note taking, study and test taking strategies. See Buckeyes Study Manual, Section 3 for
more information regarding academic mentoring (Academic Appendix 2). Cooperative
Learning Groups (CLG) are an alternative to independent study. Student-athletes, tutors, group
facilitators, and faculty work together to learn course material. The main goal of the CLG is to
improve student-athlete grades in targeted courses, courses that tend to be a challenge to all
students. Providing the student-athletes with an informal, personal and small group learning
experience helps them feel connected to other students and more in control of their academic
progress.
The academic progress and eligibility of student-athletes is monitored through instructor
feedback letters mailed to the faculty of all student-athletes twice per quarter and through
discussion with the student-athletes (Academic Attachment 16). Many faculty members are
also contacted by the Athletic Counselors by e-mail.
The Athletic Counselor shares this
information with both the student-athlete and his/her coach. Athletic Counselors also meet
monthly with the Associate Athletic Directors in charge of sports to discuss student-athlete
academic issues. Poor attendance and/or performance in class can result in a reduction of
playing and practice time.
Classroom attendance is also monitored through the "I Spy" program. All studentathletes are subject to random classroom visits by the Athletic Department monitors to check on
attendance. Information related to the class attendance practices of student-athletes is also
provided through instructor feedback letters and e-mails. Attendance data is shared with the head
coach and Athletic Department administrators for that particular sport. In EduPAES 263
(Academic Attachment 17), student-athletes explore current issues related to intercollegiate
ACADEMIC INTEGRITY
41
athletics and appropriate developmental skills needed to facilitate college adjustment. This 3
credit class for freshmen student-athletes is the foundation of the CHAMPS Life Skills Program.
Recognition for academic achievement is a major goal for SASSO. It is important to
recognize those student-athletes who achieve in the classroom as well as on the athletic fields.
There are many national, Conference, and Ohio State awards available to student-athletes. Most
focus on academics; others look at additional criteria such as leadership and community service.
Some of these honors include Academic All-Big Ten, Academic All-American, OSU ScholarAthlete, OSU Scholar “Math”lete, 4.00 Club, and the Athletic Council Academic Achievement
Award.
If a scholarship student-athletes does not graduate and leaves school for any reason, he or
she is invited to come back to Ohio State and complete his or her degree through the Outreach
Program. The Outreach Program is designed to assist former student-athletes to return to Ohio
State and complete their degrees. The program provides financial assistance in the form of
tuition for those who meet the eligibility criteria. The procedures and evaluative data for the
Outreach Program are found in Academic Attachment 18.
Operating Principle
2.3:
Scheduling
Self-Study Items
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.
Every effort is made to ensure that student-athletes do not miss more than five class days
for competition in any given quarter. In some instances, due to the unique scheduling challenges
the Academic Progress and Eligibility Committee examines the schedule of play to determine if
the number of class days missed due to competition interferes with satisfactory completion of
ACADEMIC INTEGRITY
42
course work (Academic Attachment 19). The AP&E Committee is guided by the principle that
no team should miss more than five scheduled class days during any quarter. The committee
reviews the situations on a case-by-case basis, however, because some legitimate exceptions
exist. For example, NCAA championship competition schedules for such sports as baseball, golf,
and gymnastics make strict adherence to the principle impossible. If excess absence is
demonstrated to correlate with low academic performance, the Athletic Council informs the
Director of Athletics and requests corrective measures be taken.
2.
Describe the procedures used by the institution to monitor missed class time
for student-athletes.
Monitoring of missed class time is conducted at two levels. Missed class time associated
with participation in athletics is monitored by the AP&E committee, while absences from class
are monitored by SASSO.
As stated above, the AP&E committee examines the schedule of play to determine if the
number of class days missed due to competition interferes with satisfactory completion of
coursework. The AP&E Committee is guided by the principle that no team should miss more
than five scheduled class days during any quarter. Information related to excessive absences is
reported through the Athletic Council to the Director of Athletics. The “principle” related to no
team should miss more than five scheduled class days in any quarter is the sole criteria offered in
reference to this process. No formal criteria, processes, or clearly articulated sanctions appear to
be in place to impact missed class time. “Corrective measures” appear to be at the discretion of
the Director of Athletics.
Monitoring of missed class time as the result of student’s failing to attend class is
conducted through SASSO through instructor feedback letters mailed to the faculty of all
ACADEMIC INTEGRITY
43
student-athletes twice per quarter and discussion with the student-athletes follow. Classroom
attendance is also monitored through the "I Spy" program. All student-athletes are subject to
random classroom visits by the Athletic Department monitors to check on attendance.
The Athletic Counselor shares all attendance information with both the student-athlete
and his/her coach. Athletic Counselors also meet monthly with the Associate Athletic Directors
in charge of sports to discuss student-athlete academic issues.
Poor attendance and/or
performance in class can result in a reduction of playing and practice time. Attendance data is
shared with the head coach and Athletic Department administrators for each particular sport.
3.
Analyze, explain and address missed class time that has been determined by
the institution to be significant or excessive for any sport(s).
The AP&E committee works with an established guideline of no more than five missed
class days per quarter due to competition. When our annual review of classes missed reveals that
a team has or will exceed that limit, we ask the coach involved to provide the committee with
information about the cause and nature of the problem as well as for any mitigating
circumstances. The AP&E committee discusses the responses with the associate athletic
directors who supervise the coaches involved, and when necessary, with the Director of
Athletics.
The AP&E committee has begun discussion to establish a more comprehensive policy
concerning classes missed due to competition as well as those due to sport-related medical
procedures. It seems likely that our discussion will result in more frequent reviews of both
projected and actual compilations of classes missed. We plan to finish this work by April of
2003.
ACADEMIC INTEGRITY
44
Evaluation and Plan for Improvement
In our judgment, the Athletics Program of The Ohio State University athletics is in
substantial conformity to the operating principles of the NCAA with respect Academic Integrity.
The following areas could be improved to further strengthen the University’s Athletics program.
Recommendation 1 – Tracking “Non-Admissibles”: We need to develop a systematic
method for tracking statistically those students we decide should not be pursued based on our
own evaluation of their academic potential.
Recommendation 2 – Education of New Counselors: The various colleges and SASSO
must continue to develop methods for educating new counselors quickly and thoroughly to
ensure efficient advising of students.
Recommendation 3 – Pre-Game Time Requirements: The Academic Progress &
Eligibility Committee should look anew in a systematic fashion at time required for pre-game
activities of student-athletes.
Recommendation 4 – Increasing Student-Athlete Graduation Rates: We must continue
to work vigorously to increase graduation rates for all student-athletes. We must continue to
explore ways to help our most at risk student-athletes to progress toward and gain a degree, and
we must continue to explore ways to ensure the ultimate academic success of all student-athletes
whether they “count” in the graduation tabulation or not. Of particular concern now and in the
future are those student-athletes who leave early to pursue a professional athletic career and
international student-athletes.
Recommendation 5 – Solutions for All Students: SASSO must continue to work with
the University as a whole to focus attention on solutions to issues that affect all students such as:
the special pressures of the quarter system, variable general education requirements across
ACADEMIC INTEGRITY
45
colleges, variable degree hour requirements, entry requirements for majors, and hours required
for graduation.
Recommendation 6 – Missed Class Time: The Academic Progress & Eligibility
Committee must continue its examination of missed class time, including tracking actual class
time missed.
Sub-Committee for Academic Integrity Procedures
The co-chairs of the Academic Integrity Sub-Committee (David Andrews and Beverly
Moss) initiated the work of the sub-committee through a scheduled consultation with Kate
Riffee, sub-committee member and Associate Athletic Director, on February 19, 2002. The
consultation led to an agenda for the first meeting of the sub-committee and a tentative plan for
data collection. It was apparent from this consultation that the majority of initial data collection
would be the combined responsibility of staff from the Office of Admissions, the Office of the
Registrar and the Department of Athletics. Kate Riffee became the designated contact within the
Department of Athletics, Shelley Parker was identified as the contact in the Office of the
Registrar, while Stephanie Sanders and Gail Stephenoff were designated for the Office of
Admissions.
Given the data-oriented nature of this sub-committee, the committee co-chairs, in concert
with those responsible for data collection, decided that the sub-committee members’ time would
be most efficiently used in reviewing, analyzing and describing data trends rather than
participating in actual data collection. Consequently, data collection for the self-review was
assigned to staff (Riffee, Parker, and Stephenoff) and data-collection was initiated in late
ACADEMIC INTEGRITY
46
February 2002 with the intent of having the preponderance of data available for review prior to
the first full meeting of the sub-committee.
The full sub-committee was convened for the first of five sub-committee meetings on
May 2, 2003. Subsequent meetings were held on May 28, June 26, October 23, and November
14. During the first meeting, sub-committee members reviewed available data and focused and
evaluated additional data needs for self-review items 1-3. Kate Riffee presented the information
collected through academic support services in athletics, reported on additional information that
was necessary, and identified the most likely sources of that information.
The May 28 meeting included a presentation on admissions data from Stephanie Sanders
and Gail Stephenoff. The sub-committee members queried these individuals on data presented
as well as additional data that was needed. Remaining data was submitted and reviewed in the
June 26 meeting. At this point the sub-committee agreed that sufficient data was available to
move forward with an initial draft responding to the basic self-review items. Kate Riffee agreed
to work with the co-chairs on this initial draft. It was clearly articulated that this draft would not
include conclusions and recommendations drawn from the data collected. The generation of
conclusions, recommendations, and plans for improvement were identified as the primary agenda
items for the fall meetings of the sub-committee.
While student members of the sub-committee were actively involved in discussions, nonstudent sub-committee chairs were encourage to seek additional input into academic integrity
issues from additional student and non-student athletes. Co-chair David Andrews attended an
organized session to get specific feedback on all aspects of student-athlete life. Questions related
to admissions, scheduling, academic support, and coaches expectations were answered by
student-athletes.
In addition, Andrews attended a session with coaches and posed similar
questions.
ACADEMIC INTEGRITY
47
Two meetings (October 23 and November 14) were held to discuss the available data and
generate conclusions, recommendations, and suggested plans for improvement. The first half of
the self-review questions were addressed in the first meeting and the remaining items were
discussed in the second meeting.
Andrews summarized the sub-committee conclusions,
recommendations, and suggested plans for improvement and submitted a draft to committee
members for review. Committee members gave feedback to the first half of the self-review
items during the November 14 meeting, and submitted feedback to the second half of the selfreview items electronically. Revisions were made based upon face-to-face discussions, written
remarks on hard copy, and electronic editing.
It should be noted that the bulk of correspondence and sharing of drafts was conducted
via e-mail. A draft of the sub-committee report was submitted to the full NCAA Certification
Steering Committee for review at its December 4, 2002 meeting.
Feedback from the steering committee was incorporated into the report prior to its final
submission.
Specific feedback from the Chair of the Athletic Council was solicited and
included. In addition, co-chair Beverly Moss met with David Frantz (OAA liaison to the
Athletics Department and former chair of the Athletic Council) to make additional edits and
revisions to assure accuracy. The final sub-committee report was incorporated into the total
report.
ACADEMIC INTEGRITY
48
2.1 Academic Standards
Currently
Yes
_________
Found On
Page(s)
_________
Currently
No
_________
If Currently
No or If
Deficiencies
Exist, Indicate
Improvement
Number
____________
Does the institution demonstrate that:
a. The institution admits only student-athletes who have reasonable expectations of obtaining
academic degrees?
(1) If the academic profile of
entering student-athletes as a
whole or for any student-athlete subgroup, is significantly
lower than that of other stu
dent-athlete or comparable
student-body groups, the contrast is analyzed and explained
by appropriate institutional
authorities?
Yes
14-17
_________
__________
(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 comparable student-body groups,
this disparity is analyzed,
explained and addressed
(through specific plans for
improvement) by appropriate
institutional authorities?
N/A
________
_________
_________
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?
Yes
28-29
_________
_________
ACADEMIC INTEGRITY
49
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 maters for students generally?
Yes
Yes
On the basis of the yes/no
answers above, is the institution in
substantial conformity with Operating Principle 2.1 (Academic
Standards)?
Yes
18-29
No
2.2 Academic Support
Currently
Yes
_________
Found On
Page(s)
_________
Does the institution demonstrate that:
a. Adequate academic support services are available for studentathletes?
Yes
30
b. Student-athletes are encouraged
and assisted in reaching attainable academic goals of their
own choosing?
Yes
7
c. When it is determined that student-athletes have special academic needs, these needs are
addressed?
d. The support services are
approved and reviewed periodically by academic authorities
outside the department of intercollegiate athletics?
_
Currently
No
_________
If Currently
No or If
Deficiencies
Exist, Indicate
Improvement
Number
____________
_
____________
____
___
_________
Yes
32-33 _
_________
____________
Yes
37-42
_________
____
ACADEMIC INTEGRITY
50
_____
On the basis of the yes/no answers
above, is the institution in
substantial conformity with
Operating Principle 2.2 (Academic
Support)?
Yes
No
Yes
2.3 Scheduling
Currently
Yes
_________
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
substantial conformity with Operating Principle 2.3 (Scheduling)?
Found On
Page(s)
_________
Yes
42-44
Yes
No
Yes
_
________
ACADEMIC INTEGRITY
51
Currently
No
_________
If Currently
No or If
Deficiencies
Exist, Indicate
Improvement
Number
____________
_________
_________
Academic Attachments Included in this Report
1.
Student-Athlete Planning Report
2.
Eligibility Review List
3.
Preliminary Admission Evaluation Chart
- Domestic Undergraduate Form
- International Admissions Referral
- Domestic Undergraduate Transfer Admissions Referral
4.
Ohio State Counselors and Advisers for Progress and Eligibility
Rules for Athletic Academic Eligibility and
Instructions for Determining Satisfactory Progress
5.
Sample Athletic Squad List
6.
Arts & Sciences / USAS Progress Policy
7.
Athletic Council Report
8.
Ohio State Academic Plan
9.
“Buckeye Flash” Student Athlete Newsletter
10.
“It’s All Academic” SASSO Newsletter
11.
Student-Athlete Exit Survey
12.
Student-Athlete Needs Assessment
13.
“Majority of One” Program Brochure
14.
Varsity “O” / Bucks Win Brochure
15.
PAES 315 Syllabus
16.
Sport by Sport Summary Grade Report
17.
Instructor Feedback Letter
18.
PAES 263 Syllabus
19.
Outreach Program Procedures and Evaluative Data
ACADEMIC INTEGRITY
52
Academic Attachments Included in this Report (continued)
20.
Missed Class Days Report
21.
Membership of Academic Integrity Subcommittee
Academic Appendix Available for Review
1.
SASSO Manual
2.
Buckeye Study Manual
3.
Student Athlete Handbook
ACADEMIC INTEGRITY
53