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Center puts focus on student-athlete success

Increasing student-athletes’ ability to succeed in and out of the classroom is the goal of a “new” center in Student Services. The Student-Athlete Resource Center brings together three existing programs for student-athlete support under one umbrella to better serve the students, the faculty and the athletics staff.

The departments—Compliance and Athlete Financial Services, Athletic Academic Services, and Life Skills and Student-Athlete Development—have always worked together, says Vice President for Student Affairs Lori Varlotta, but Compliance and Life Skills used to be under Athletics. Athletic Advising has always been a part of Student Affairs.

“The new setup will augment that relationship into seamless academic support for student athletes,” she says.

One of the goals of the center, under the direction of long-time student-athlete advisor Paul Edwards, is to raise the visibility of services offered to student athletes, making the services more coherent and cohesive, Varlotta says. And while the primary aim is to provide services to student-athletes it will serve the coaching staff and faculty as well. Varlotta notes that while most faculty are familiar with athletic advising, they aren’t as aware of the other options available.

Compliance and Athletic Financial Aid verifies that student-athletes are in compliance with NCAA regulations for eligibility. It also tracks the all-important scholarships that student-athletes receive.

Life Skills and Student-Athlete Development deals with transition issues and decision-making outside the academic areas, such as time management and being responsible representatives of the University. Among the areas involved are freshman seminar courses and academic support such as study groups and other resources.

And Athletic Academic Services differs from advising for non-athletes in that it takes into account the needs of student-athletes such as NCAA eligibility rules advising, graduation requirements and travel schedules. “Scheduling is crucial,” Varlotta says. “It’s part of the strategic decision process and enables the student-athlete to thrive in both arenas."

In addition to services, the center also has a physical presence in Lassen Hall. Along with places to meet with advisors, there are rooms for studying and a computer lab. And students are taking advantage of the opportunity, with entire teams stopping in before and after practices and in between classes.

All the pieces add up to a new and improved operation, says David Raske, a professor in the College of Education and faculty athletic representative to the National Collegiate Athletic Association, of which the University is a member. Among the benefits of moving compliance from under the purview of Intercollegiate Athletics is the removal of any perception of conflict of interest. “I have never seen it,” Raske says, “but this removes the potential for it. The move clearly aligns the program with academics.”

And while the center's creation is not related to the NCAA’s recent Academic Performance Rate findings, it is expected to help the University pursue its efforts to increase retention rates for students, particularly student-athletes. Varlotta says that retention rates are not as “doom and gloom” as the Academic Performance Rate suggests, but it shows the University has strides to make. “I believe the structure will allow us to better collect, manage and distribute data on progress toward degree,” she says.

“We see the unit providing support for retention programs for students from the beginning of their academic career until the completion of a degree,” Raske adds.

The center also offers more opportunities for faculty and staff to bridge the relationship with athletes and coaches, Raske says, an effort that is already paying off. He notes that as a result of a meeting between Athlete Resource Center personnel and faculty members from the Learning Skills Center, faculty from Learning Skills are able to get more involved early on with students who might need help.

“In past, academic progress reports were sent at mid-semester. The faculty told us that is too late,” Raske says. Out of the discussion came an “early alert” system to involve the staff in the support center, and to contact the student and the coach. Raske says the early alert could soon be used in English and math courses as well.

Varlotta says the Student-Athlete Resource Center has already developed new vision and mission statements and is working on an assessment plan, highlighting learning outcomes for students. There are also monthly meetings with key staff in admissions and financial aid.