2008 09 NcaaÂ® Division I Athletics Certification Self Study Instrument

The NCAA salutes the more than
380,000 student-athletes
participating in 23 sports at
more than 1,000 member institutions
2008-09 NCAA DIVISION I
INSTRUMENT
2008-09
NCAA® Division I
Athletics Certification
Self-Study Instrument
NCAA 64810-8/08

Note to the reader
The NCAA Athletics Certification Self-Study Instrument is designed to assist participating NCAA
member institutions in the Division I athletics certification program and members of peer-review
teams who will be conducting campus evaluation visits. The self-study instrument was developed
by the NCAA Division I Committee on Athletics Certification.
The self-study instrument has been organized into three sections, consistent with the certification
program’s three basic topic areas (governance and commitment to rules compliance; academic
integrity; and gender/diversity issues and student-athlete well-being). Further, each section is for-
matted so that institutions’ self-study reports are completed in as consistent a manner as possible.
To ensure that the self-study instrument is a useful and up-to-date resource guide, the NCAA revis-
es it annually and distributes it each year to institutions and peer reviewers involved in the certifica-
tion process for the upcoming year.
We hope that the self-study instrument is useful and that it contributes to the successful completion
of campus self-studies and to the fair evaluation of those self-study efforts by members of peer-
review teams.
Users of the self-study instrument are encouraged to submit questions or suggestions regarding the
use of the publication to:
NCAA Membership Services
Attention: Athletics Certification Staff
P.O. Box 6222
Indianapolis, Indiana 46206-6222
Telephone: 317/917-6222
NCAA DIVISION I COMMITTEE ON
ATHLETICS CERTIFICATION
1

Table of Contents
Introduction to Self-Study Report ..........................................5
Governance and Commitment to Rules Compliance ..........9
Operating Principle 1.1 ..........................................................9
Operating Principle 1.2 ........................................................12
Academic Integrity ..................................................................18
Operating Principle 2.1 ....................................................18
Operating Principle 2.2 ....................................................24
Attachment No. 1: Charts ..............................................28
Special Admissions ....................................................28
Special Admissions by Sport ......................................29
Test Scores by Gender ...............................................30
Test Scores by Racial or Ethnic Group........................31
Test Scores and GPA by Sport ..................................32
Federal Graduation Rates Comparison ......................33
Federal Graduation Rates by Sport ............................34
Federal Graduation Rates by Racial
and Ethnic Group ..................................................35
Academic Progress Rates ....................................36-37
Graduation Success Rates ....................................38-39
Retention Rates — Men’s Sports................................40
Retention Rates — Women’s Sports ..........................41
Table No. 1. ACT/SAT Conversion Chart ........................42
Gender/Diversity Issues and Student-Athlete Well-Being ......43
Operating Principle 3.1 ....................................................43
Operating Principle 3.2 ....................................................46
Operating Principle 3.3 ....................................................49
Attachment No. 1: Charts ..............................................53
2

Table of Contents
Racial or Ethnic Composition of Personnel ................53
Racial or Ethnic Composition of all Students ..............54
Racial or Ethnic Composition of
Student-Athletes by Sport Group ..........................55
Attachment No. 2: Program Areas to be
Reviewed for Gender Issues ........................................56
Attachment No. 3: Program Areas to be
Reviewed for Diversity Issues ......................................58
Attachment No. 4: Program Areas to be
Reviewed for Student-Athlete Well-Being Issues ..........60
Appendixes ..............................................................................61
Appendix A: Sample Plan Format—Rules Compliance ........61
Appendix B: Sample Plan Format—Gender-Equity Issues....62
Appendix C: Sample Plan Format—Diversity Issues ............74
Appendix D: Required Elements for Plans............................81
Appendix E: Helpful Hints for Plans......................................83
Appendix F: Documents to be Available for
Peer-Review Team Visit ....................................................84
3

Introduction to Self-Study Report
[Note: Not applicable (N/A) in and of itself is not an appropriate response. If the institution cannot
provide a response for a self-study item, the institution should provide a narrative explanation why
a self-study item is not applicable.]
Institutional Information
(Name of Institution)
1. Type of institution: ❑ Public ❑ Private
2. Year institution was founded:
3. Special affiliation (e.g., religious, military)? ❑ Yes ❑ No
4. Coeducational? ❑ Yes ❑ No
5. Total student enrollment (undergraduate and graduate combined) [using a full-time
equivalency (FTE) basis]:
6. Number of faculty [using a full-time equivalency (FTE) basis]:
7. Highest level of academic degree offered:
8. Institution’s governing entity (e.g., board of trustees):
9. a. Regional accreditation agency:
5

Introduction
b. Date of most recent regional accreditation self-study:
c. Current accreditation status:
Athletics Information
1. Subdivision status of athletics program: ❑ FBS ❑ FCS ❑ Division I (without football)
2. Conference affiliation(s) or independent status:
3. Athletics program structure (check all that apply):
❑ one combined athletics department.
❑ separate men’s and women’s departments.
❑ incorporated unit separate from institution.
❑ department within a physical education division.
4. Date of NCAA major infractions case(s) (if any) since previous certification self-study and
impact (if any) on the areas of the certification program. If this is the institution’s first time to
complete a certification self-study, respond to the question based on the last 10 years:
5. Other significant events (with dates) in the history of intercollegiate athletics program since
previous certification self-study. If this is the institution’s first time to complete a certification
self-study, respond to the question based on the last 10 years:
6

Introduction
Previous Certification Self-Study
1. Date of previous orientation visit, evaluation visit and interim self-study report (if applicable):
2. Previous certification-status decision rendered by the NCAA Division I Committee on Athletics
Certification (and date):
3. Subsequent actions or changes in certification status (if any) made by the NCAA Committee
on Athletics Certification (and date):
4. Changes in key senior-level positions, institutional or athletics program, if any, since the insti-
tution’s previous certification self-study. If this is the institution’s first time to complete a certi-
fication self-study, respond to the question based on the last 10 years:
5. Significant changes impacting the institution and/or athletics program, if any (e.g., conference
affiliation, sports sponsored, changes in admissions standards, significant changes in gradu-
ation rates, changes in mission statement of the athletics program, changes in fiscal
stability/condition of the athletics program), since the institution’s previous certification self-
study. If this is the institution’s first time to complete a certification self-study, respond to the
question based on the last 10 years:
7

Introduction
Certification Self-Study Information
1. Steering committee chair (name and title):
2. Report coordinator/editor of self-study report (name and title):
3. Describe the extent of broad-based participation of campus constituencies in the self-study.
Specifically, report on the opportunities that actually were provided to various individuals or
groups in the broad campus community to: (a) offer input into the self-study report before its
findings and plans for improvement were formulated; and (b) review the self-study report after
it was drafted.
4. Provide a copy of the institution’s written plan for conducting the self-study. [Please use the
file upload link contained within this question on the athletics certification system (ACS) data-
base to submit a copy of the institution’s written plan.]
5. Please provide the institution’s mission, philosophy and goals statement and the athletics pro-
gram’s mission, philosophy and goals statement. Also, indicate the dates of formal approval
for the most recent versions.
8

Governance and Commitment to
Rules Compliance
Operating Principle
1.1 Institutional Control, Presidential Authority and Shared Responsibilities. The Association’s
principle of institutional control vests in the institution the responsibility for the conduct of its
athletics program, including the actions of its staff members and representatives of its athlet-
ics interests. In fulfilling this principle, the institution shall demonstrate that:
a. The institution’s governing board provides oversight and broad policy formulation for inter-
collegiate athletics in a manner consistent with other units of the institution.
b. The chancellor or president is assigned ultimate responsibility and authority for the opera-
tion, fiscal integrity and personnel of the athletics program.
c. Appropriate campus constituencies have the opportunity, under the purview of the chan-
cellor or president, to provide input into the formulation of policies relating to the conduct
of the athletics program and to review periodically the implementation of such policies.
Self-Study Items
1. List all “conditions for certification” imposed by the Committee on Athletics Certification in its sec-
ond-cycle certification decision (if any) as they relate to Operating Principle 1.1 (Institutional Control,
Presidential Authority and Shared Responsibilities). In each case, provide:
a. The original “condition” imposed;
b. The action(s) taken by the institution;
c. The date(s) of the action(s); and
d. An explanation for any partial or noncompletion of such required actions.
Please note, the institution is not required to respond to opportunities for enhancement devel-
oped by the peer-review team unless those same items were adopted by the Committee on
Athletics Certification.
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 second-cycle certification
process for Operating Principle 1.1 (Institutional Control, Presidential Authority and Shared
Responsibilities). In each case, provide:
a. The original plan;
b. The action(s) taken by the institution;
9

Governance and Commitment to Rules Compliance
c. The date(s) of the action(s); and
d. An explanation for any partial or noncompletion of such plans.
Please note, the institution will not be required to fulfill an element of a second-cycle plan if the ele-
ment does not affect conformity with a current operating principle.
3. Describe any additional plans for improvement/recommendations as they relate to Operating
Principle 1.1 (Institutional Control, Presidential Authority and Shared Responsibilities) developed
by the institution since the second-cycle certification decision was rendered by the Committee
on Athletics Certification.
4. Describe how the institution’s chancellor or president maintains clear and direct oversight of the
athletics program, including a description of reporting lines from the athletics director to the chan-
cellor or president.
5. Since the institution’s previous self-study, list the major decisions made related to intercollegiate
athletics. For each decision, explain the role and involvement (if any) of the:
a. Chancellor or president;
b. Athletics board or committee;
c. Faculty senate (or other faculty governing body);
d. Student-athlete advisory committee;
e. Director of athletics;
f.
Faculty athletics representative;
g. Senior woman administrator; and/or
h. Other individual(s) or campus constituencies.
6. Describe the institution’s written governance policies regarding the administration and oversight of the
athletics program, including the specific role and responsibilities of the institution’s governing board.
Describe how the policies are communicated to the governing board on an annual basis.
7. Since the institution’s previous self-study, list the decisions related to intercollegiate athletics in
which the institution’s governing board or individual board members have been involved and
describe the extent of the governing board’s involvement with those decisions.
8. Describe how the institution’s governing board decisions regarding the athletics program are con-
sistent with those of other on-campus units.
10

Governance and Commitment to Rules Compliance
9. For each of the following individuals or groups:
a. Explain the role and authority of the individual or group as it relates to intercollegiate athletics;
b. Describe how the individual or group has the opportunity (if any) to provide meaningful input
into the formulation of athletics department policies (e.g., review admissions data, review aca-
demic performance data, receive periodic reports from athletics department); and
c. Describe how the individual or group has the opportunity (if any) to periodically review policy
implementation related to athletics.
(1) Athletics board or committee;
(2) Faculty senate (or other faculty governing body);
(3) Faculty athletics representative;
(4) Student-athlete advisory committee; and/or
(5) Other individual(s) or campus group(s).
10. Describe how the activities of the institution’s athletics booster groups, support groups and
other representatives of the institution’s athletics interests are maintained under the clear con-
trol of the institution, including whether institutional personnel serve on booster club, support
group or foundation boards.
11. Provide the composition of the athletics board or committee (including titles and positions).
12. Describe how the institution’s chancellor or president and his/her designees maintain control
with respect to the budget, accounting, purchasing and debt management of the athletics pro-
gram. In addition, identify key individuals, other than the chancellor or president, with respon-
sibilities in these areas.
13. Describe how the institution’s chancellor or president and his/her designated authority review
the budget of the athletics program to at least the same extent that they do for other
on-campus programs and departments. In addition, identify the authority (e.g., president’s
cabinet, finance committee) designated with this responsibility.
14. Describe the process by which the institution’s chancellor or president and his/her designee(s)
conduct an administrative review of the NCAA comparative data (i.e., dashboard indicators) on
an annual basis. In addition, specify the individual(s), other than the chancellor or president,
involved in this administrative review.
11

Governance and Commitment to Rules Compliance
15. If the institution has developed a plan for improvement(s) for Operating Principle 1.1, describe
the institution’s efforts to ensure the plan for improvement was developed through a process
involving broad-based participation and has received formal institutional approval.
Operating Principle
1.2. Rules Compliance. Membership in the Association places the responsibility on each institu-
tion to assure that its staff, student-athletes, and other individuals and groups representing the
institution’s athletics interests comply with the applicable Association rules and regulations.
Consistent with this responsibility, the institution shall demonstrate that:
a. It has in place a set of written policies and procedures that are clearly communicated to the
athletics staff members and those individuals outside athletics who have rules-compliance
responsibilities. These written policies and procedures must assign specific responsibilities
in the areas of rules compliance, including assignment of direct accountability for rules
compliance to the individual the chancellor or president assigns overall responsibility for the
athletics program.
b. In critical and sensitive areas, institutional compliance procedures provide for the regular
participation of persons outside of the athletics department. The responsibility for admis-
sion, certification of academic standing, evaluation of academic performance and adminis-
tration of financial aid for student-athletes must be vested in the same agencies that have
authority in these matters for students generally.
c. Rules compliance is the subject of continuous, comprehensive educational effort to a wide
range of constituencies.
d. A clear and unambiguous commitment to rules compliance is a central element in all per-
sonnel matters for individuals involved in the intercollegiate athletics program.
e. At least once every four years, its rules-compliance program is the subject of evaluation by
an authority outside the athletics department.
Self-Study Items
1. List all “conditions for certification” imposed by the Committee on Athletics Certification in its sec-
ond-cycle certification decision (if any) as they relate to Operating Principle 1.2 (Rules
Compliance). In each case, provide:
12

Governance and Commitment to Rules Compliance
a. The original “condition” imposed;
b. The action(s) taken by the institution;
c. The date(s) of the action(s); and
d. An explanation for any partial or noncompletion of such required actions.
Please note, the institution is not required to respond to opportunities for enhancement developed
by the peer-review team unless those same items were adopted by the Committee on Athletics
Certification.
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 second-cycle certification
process for Operating Principle 1.2 (Rules Compliance). In each case; provide:
a. The original plan;
b. The action(s) taken by the institution;
c. The date(s) of the action(s); and
d. An explanation for any partial or noncompletion of such plans.
Please note, the institution will not be required to fulfill an element of a second-cycle plan if the ele-
ment does not affect conformity with a current operating principle.
3. Describe any additional plans for improvement/recommendations as they relate to Operating
Principle 1.2 (Rules Compliance) developed by the institution since the second-cycle certification
decision was rendered by the Committee on Athletics Certification.
4. Describe how the institution ensures that rules compliance is a central element in personnel mat-
ters for individuals within the athletics department. Specifically, the institution must provide writ-
ten evidence that all individuals inside the athletics department (e.g., coaches, staff) have state-
ments regarding the importance of rules compliance in all of the following documents:
a. Contracts or letters of appointment;
b. Performance evaluations; and
c. Job descriptions.
13

Governance and Commitment to Rules Compliance
5. Describe how the institution ensures that rules compliance is a central element in personnel mat-
ters for individuals outside the athletics department who are involved in rules-compliance activi-
ties. Specifically, the institution must provide written evidence that all individuals outside the ath-
letics department who are involved or associated with athletics (including, but not limited to, indi-
viduals who have responsibility for admission, certification of academic standing, evaluation of
academic performance and administration of financial aid for student-athletes) have statements
regarding the importance of rules compliance in all of the following documents:
a. Contracts or letters of appointment;
b. Performance evaluations; and
c. Job descriptions.
6. Provide the name(s) and title(s) of the individual(s) who has ultimate responsibility in determining
student-athletes’ admission to the institution, certification of academic standing, and evaluation
of academic performance.
7. Provide the name(s) and title(s) of the individual(s) (other than the institution’s compliance
officer/director) who the chancellor or president designates as being responsible for the institu-
tion’s rules compliance.
8. Identify the individuals inside and outside the athletics department who have rules-compliance
responsibilities. Describe the reporting lines for and responsibilities assigned to these individuals,
including but not limited to:
a. Faculty athletics representative;
b. Director of athletics;
c. Compliance officer/director;
d. Coaches; and
e. Other key individuals (e.g., admissions director, financial aid personnel, registrar) who are
responsible for documenting and monitoring compliance with NCAA rules, including but not
limited to:
(1) Eligibility certification;
(2) Investigation and self-reporting of violations;
(3) Monitoring of financial aid; and
(4) The NCAA Division I Academic Performance Program (APP).
14

Governance and Commitment to Rules Compliance
9. Indicate by clicking “yes” or “no” in the Athletics Certification Web-based System (ACS),
whether the institution has written policies and step-by-step procedures that include assign-
ment of specific responsibilities pertaining to rules compliance. Please note, all policies and
procedures must be available during the evaluation visit.
Yes
No
a.
Initial eligibility.
❑
❑
b. Continuing-eligibility certification.
❑
❑
c.
Transfer-eligibility certification.
❑
❑
d. Academic Performance Program.
❑
❑
e.
Financial aid administration.
❑
❑
f.
Recruiting.
❑
❑
g. Camps and clinics.
❑
❑
h.
Investigations and self-reporting of rules violations.
❑
❑
i.
Rules education.
❑
❑
j.
Extra benefits.
❑
❑
k.
Playing and practice seasons.
❑
❑
l.
Student-athlete employment.
❑
❑
m. Amateurism.
❑
❑
10. Describe how the institution’s written compliance policies and procedures are communicated
on an annual basis to athletics department staff and individuals outside the athletics depart-
ment with rules-compliance responsibilities.
11. Describe the institution’s rules-education efforts for all individuals associated with the athletics
department, including the frequency and topics reviewed with each of the following groups:
a. Boosters;
b. Student-athletes;
c. Athletics department staff;
d. Coaches;
15

Governance and Commitment to Rules Compliance
e. Faculty; and
f. Institutional staff outside the athletics department.
12. Provide the name(s) and affiliation(s) of the individual(s) responsible for conducting the institu-
tion’s rules-compliance evaluation. Further, describe the process used in selecting this author-
ity outside the athletics department to ensure the individual(s) does not have day-to-day com-
pliance responsibilities for the institution’s athletics department and is knowledgeable of NCAA
legislation and rules-compliance practices. Also, provide the date of the institution’s most
recent rules-compliance evaluation.
13. The rules-compliance evaluation must determine that the institution’s compliance practices are
engaged and functioning and must include the required areas listed below. Indicate by clicking
“yes” or “no” in the ACS which areas were included in the institution’s most recent rules-com-
pliance evaluation.
Yes
No
a. Governance and organization.
❑
❑
b. Initial-eligibility certification.
❑
❑
c. Continuing-eligibility certification.
❑
❑
d. Transfer-eligibility certification.
❑
❑
e. Academic Performance Program.
❑
❑
f.
Financial aid administration, including individual and team limits. ❑
❑
g. Recruiting (e.g., official visit, etc.).
❑
❑
h. Camps and clinics.
❑
❑
i.
Investigations and self-reporting of rules violations.
❑
❑
j.
Rules education.
❑
❑
k. Extra benefits.
❑
❑
l.
Playing and practice seasons.
❑
❑
m. Student-athlete employment.
❑
❑
n. Amateurism.
❑
❑
o. Commitment of personnel to rules-compliance activities.
❑
❑
16

Governance and Commitment to Rules Compliance
14. Describe the process used by the institution during the development of the self-study to review
the most recent rules-compliance evaluation to determine if corrective actions are necessary.
In addition, identify the individuals involved with this review.
15. Identify relevant corrective actions planned as a result of the process described in Self-Study
Item No. 14 or actions previously planned or implemented from the most recent rules-compli-
ance evaluation. Provide:
a. The plan(s) or actions implemented; and
b. The date(s) of actions taken or specific timetable for completion of the plan(s).
16. Submit a copy of the report from the institution’s most recent rules-compliance evaluation.
[Please use the file upload link contained within this question on the ACS to submit a copy of
your most recent rules-compliance evaluation.]
17. If the institution has developed a plan for improvement(s) for Operating Principle 1.2, describe
the institution’s efforts to ensure the plan for improvement was developed through a process
involving broad-based participation and has received formal institutional approval.
17

Academic Integrity
Operating Principle
2.1 Academic Standards. The Association’s fundamental principles indicate that an intercollegiate
athletics program shall be designed and maintained as a vital component of the institution’s
educational system, and student-athletes shall be treated consistently with the student body.
Consistent with this philosophy, the institution shall 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 lower than that of other student-athlete or comparable student-body
groups or subgroups, the contrast shall be analyzed and explained by appropriate insti-
tutional authorities.
(2) If the measures of academic performance of student-athletes, as a whole or for any
student-athlete subgroup, are lower than that of other student-athlete or comparable
student-body groups or subgroups, this disparity shall be analyzed, explained and, if
necessary, addressed (through specific plans for improvement) by appropriate institution-
al authorities.
b. Academic standards and policies applicable to student-athletes are consistent with those
adopted by the institution for the student body in general or conference or Association stan-
dards, whichever are higher;
c. If the retention rate of student-athletes, as a whole or for any student-athlete subgroup, is
lower than that of other student-athlete or comparable student-body groups, this disparity
shall be analyzed, explained and, if necessary, addressed through specific plans for
improvement by appropriate institutional authorities;
d. Written policies related to scheduling are established in all sports to minimize
student-athletes’ conflicts with class time and/or final examination periods due to participa-
tion in intercollegiate athletics, consistent with the provisions of Constitution 3.2.4.14; and
e. Assessment, evaluation and plans for improvement exist to ensure acclimation, retention
and academic success for student-athletes with special academic needs and
student-athletes who are admitted through the institution’s special-admission process or, for
those institutions without a special-admission process, student-athletes in the lower quar-
tile of the institution’s student academic profile.
18

Academic Integrity
Self-Study Items
1. List all conditions for certification imposed by the Committee on Athletics Certification in its sec-
ond-cycle certification decision (if any) as they relate to Operating Principle 2.1 (Academic
Standards). In each case, provide:
a. The original condition imposed;
b. The action(s) taken by the institution;
c. The date(s) of the action(s); and
d. An explanation for any partial or noncompletion of such required actions.
Please note, the institution is not required to respond to opportunities for enhancement devel-
oped by the peer-review team unless those same items were adopted by the Committee on
Athletics Certification.
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 second-cycle certification
process as they relate to Operating Principle 2.1 (Academic Standards). Specifically include:
a. The original plan;
b. The action(s) taken by the institution;
c. The date(s) of the action(s); and
d. An explanation for any partial or noncompletion of such plans.
Please note, the institution will not be required to fulfill an element of a second-cycle plan if the
element does not affect conformity with a current operating principle
3. Describe any additional plans for improvement/recommendations as they relate to Operating
Principle 2.1 (Academic Standards) developed by the institution since the second-cycle certifica-
tion decision was rendered by the Committee on Athletics Certification, including any plans or
recommendations developed through the institution s involvement in the APP Data Review
process, if applicable. Provide:
a. The additional plan;
b. The action(s) taken by the institution; and
c. The date(s) of the action(s).
4. Describe the process by which student-athletes are admitted to your institution and identify the
19

Academic Integrity
agencies vested with this responsibility. In what ways (if any) do the process and/or criteria used
for the admission of student-athletes differ from the process for admitting students generally? Be
specific and give careful attention to key decision points (e.g., establishment of admissions crite-
ria, 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.
5. Describe the process by which students who do not meet the institution’s standard or normal
entrance requirements may be admitted, and identify the agencies vested with this responsibili-
ty. This should include any second-level or subsequent review processes or appeals procedures
that may be used when students are not automatically admitted because they do not meet the
institution’s published entrance requirements.
6. Compare and explain any differences between the percentage of first-year student-athletes
receiving athletics aid who were admitted through any of the processes described in Self-Study
Item No. 5 and the percentage of first-year students in general who were so admitted. Provide
these comparative data for the four most recent academic years.
[Note: Use the supplied charts (Special Admissions on page 28 and Special Admissions by Sport
Group on page 29) to compile this data.]
7. Compare and explain any differences in the admissions profiles of student-athletes who received
athletics aid with the profiles of students in general by submitting the following information for the
four most recent academic years: average standardized test scores for first-year student-athletes
who received athletics aid (by gender, by racial or ethnic group, and according to the eight sport
groups) and for all entering first-year students (by gender and by racial or ethnic group).
[Note: Use the supplied charts (Test Scores by Gender on page 30, Test Scores by Racial and
Ethnic Group on page 31, and Test Scores and GPA by Sport on page 32) to compile this data.]
8. Describe the institution’s specific academic support programs to ensure acclimation, academic
success and retention of first-year student-athletes with special academic needs and first-year
student-athletes admitted through any of the processes described in Self-Study Item No. 5.
9. For the four most recent academic years, assess and evaluate acclimation, retention and the aca-
demic success of student-athletes with special academic needs [as defined by the institution
(e.g., at-risk, learning disabled)] and those student-athletes admitted through any of the process-
es described in Self-Study Item No. 5. If necessary, the institution must develop plans for
improvement to ensure acclimation, retention and academic success for these student-athletes.
20

Academic Integrity
If the institution does not employ a special, or alternate, admissions process, the institution
must assess and evaluate acclimation, retention and the academic success of student-athletes
in the lowest (i.e., fourth) quartile of the institution’s general student academic profile or for an
alternate group defined by a different benchmark (e.g., quintile) typically used by the institution.
If necessary, the institution must develop plans for improvement to ensure acclimation, reten-
tion and academic success for these student-athletes.
10. List the step-by-step sequence of actions taken by particular individuals on the institution’s
campus to certify initial eligibility for student-athletes. In addition, provide the name(s) and
title(s) of the individual(s) who has ultimate responsibility in determining student-athletes’ initial
eligibility.
11. List the step-by-step sequence of actions taken by particular individuals on the institution’s
campus to certify transfer eligibility for student-athletes. In addition, provide the name(s) and
title(s) of the individual(s) who has ultimate responsibility in determining student-athletes’ trans-
fer eligibility.
12. List the step-by-step sequence of actions taken by particular individuals on the institution’s
campus to certify continuing eligibility for student-athletes. In addition, provide the name(s) and
title(s) of the individual(s) who has ultimate responsibility in determining student-athletes’ con-
tinuing eligibility.
13. Analyze, explain and address any differences between the most recent four-class average
Federal Graduation Rate for student-athletes who received athletics aid and the most recent
four-class average Federal Graduation Rate of all students.
If the most recent four-class average Federal Graduation Rate for student-athletes is lower than
the most recent four-class average Federal Graduation Rate for all students, the institution
must develop a plan for improvement to address the issue.
Information obtained to complete this chart:
• NCAA Federal Graduation Rates Report
[Note: Use the supplied chart (Federal Graduation Rates Comparison on page 33) to analyze
data.]
14. Analyze, explain and address any differences between the most recent four-class average
Federal Graduation Rate for all student-athlete subgroups (i.e., team, gender, ethnicity, ethnic-
ity within team) and the most recent four-class average Federal Graduation Rate for all stu-
dents, including comparable student-body subgroups (i.e., gender, ethnicity).
21

Academic Integrity
If the most recent four-class average Federal Graduation Rate of a student-athlete subgroup is
lower than the most recent four-class average Federal Graduation Rate for all students or com-
parable student-body subgroup, the institution must develop a plan for improvement to
address the issue.
Information obtained to complete this chart:
• NCAA Graduation Success Rates Report
• NCAA Federal Graduation Rates Report
[Note: Use the supplied charts (Federal Graduation Rates by Sport on page 34 and Federal
Graduation Rates by Racial and Ethnic Group on page 35) to analyze data.]
15. Analyze, explain and address any differences between the corresponding Federal Graduation
Rate projected by the most recent NCAA Division I Academic Progress Rate (APR) for each
sports team and the most recent multiyear four-class average Federal Graduation Rate for all
students.
If a sports team’s projected Federal Graduation Rate is lower than the most recent four-class
average Federal Graduation Rate for all students, the institution must develop a plan for
improvement to address the issue.
Information obtained to complete this chart:
• NCAA Academic Progress Rates Report (APR multiyear rate column)
• NCAA Projected Federal Graduation Rates Conversion Chart
[Note: Use the supplied chart (Academic Progress Rates on pages 36-37) to analyze data.]
16. Analyze, explain and address any differences between the most recent four-cohort average
Graduation Success Rate (GSR) for each sports team and the most recent four-cohort GSR
for all student-athletes.
If the most recent four-cohort GSR for any sports team is lower than the GSR for all student-
athletes, the institution must develop a plan for improvement to address the issue.
Information obtained to complete this chart:
• NCAA Graduation Success Rates Report
• NCAA Federal Graduation Rates Report
[Note: Use the supplied chart (Graduation Success Rates on pages 38-39) to analyze data.]
22

Academic Integrity
17. Analyze, explain and address any differences between the most recent four-class retention rate
for student-athlete subgroups (i.e., sport, gender, ethnicity, ethnicity within team) and the most
recent four-class retention rate for all student-athletes, including comparable student-athlete
subgroups (i.e., gender, ethnicity).
If the most recent four-class retention rate for any student-athlete subgroup is lower than the
retention rate for all student-athletes or comparable student-athlete subgroup, the institution
must develop a plan for improvement to address the issue.
Information obtained to complete this chart:
• NCAA Academic Progress Rates Report (retention multiyear rate column)
• NCAA Institutional Retention Rates
[Note: Use the supplied charts (Retention Rates-Men’s Sports on page 40, Retention Rates-
Women’s Sports on page 41) to analyze data.]
18. Describe the athletics department’s written policies and procedures related to scheduling com-
petitions and practices to minimize student-athletes’ conflicts with class time and/or final
examination periods due to participation in intercollegiate athletics, including how the institu-
tion monitors this area.
19. Describe the institution’s written missed-class policies for all students, including any exceptions
or differences that exist for student-athletes.
20. Using supporting data, analyze, explain and address missed class time for the last two years
for each sports team.
21. Describe the means by which the athletics department’s policies and procedures regarding the
scheduling of athletics competition and practices (as described in Self-Study Item No. 18) and
the institution’s missed-class policies (as described in Self-Study Item No. 19) are communi-
cated in writing to student-athletes, athletics department staff members and appropriate fac-
ulty and administrative staff.
22. If the institution has developed a plan for improvement(s) for Operating Principle 2.1, describe
the institution’s efforts to ensure the plan for improvement was developed through a process
involving broad-based participation and has received formal institutional approval.
23

Academic Integrity
Operating Principle
2.2 Academic Support. Members of the Association have the responsibility to conduct intercolle-
giate athletics programs in a manner designed to protect and enhance the educational expe-
rience of student-athletes and to assure proper emphasis on educational objectives.
Consistent with this responsibility, the institution shall demonstrate that:
a. Adequate academic support services are available for student-athletes;
b. Student-athletes are encouraged and assisted in reaching attainable academic goals of their
own choosing;
c. When it is determined that individual student-athletes have special academic needs, these
needs are addressed either through institutional programming or through student-athlete
support services;
d. The support services are evaluated at least once every four years by appropriate academic
authorities (e.g., faculty members or academic administrators of the institution) and are
reviewed and approved periodically by institutional academic authorities outside the depart-
ment of intercollegiate athletics;
e. There is a commitment to the fair and equitable treatment of student-athletes, in support of
their academic endeavors; and
f. Academic improvement plans developed during the previous self-study or as required by
the APP have been implemented. After initial campus approval of an academic-improve-
ment plan, if the plan is modified or not fully implemented, the institution shall provide a writ-
ten explanation prepared and approved by appropriate institutional authorities.
Self-Study Items
1. List all “conditions for certification” imposed by the Committee on Athletics Certification in its sec-
ond-cycle certification decision (if any) as they relate to Operating Principle 2.2 (Academic
Support). In each case, provide:
a. The original “condition” imposed;
b. The action(s) taken by the institution;
c. The date(s) of the action(s); and
d. An explanation for any partial or noncompletion of such required actions.
24

Academic Integrity
Please note, the institution is not required to respond to opportunities for enhancement devel-
oped by the peer-review team unless those same items were adopted by the Committee on
Athletics Certification.
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 second-cycle certification
process as they relate to Operating Principle 2.2 (Academic Support). Specifically include:
a. The original plan;
b. The action(s) taken by the institution;
c. The date(s) of the action(s); and
d. An explanation for any partial or noncompletion of such plans.
Please note, the institution will not be required to fulfill an element of a second-cycle plan if the
element does not affect conformity with a current operating principle.
3. Describe any additional plans for improvement/recommendations as they relate to Operating
Principle 2.2 (Academic Support) developed by the institution since the second-cycle certification
decision was rendered by the Committee on Athletics Certification. Please provide:
a. The additional plan;
b. The action(s) taken by the institution; and
c. The date(s) of the action(s).
4. Explain how the institution is organized to provide academic support and advising services to stu-
dent-athletes, either through institutional programming or student-athlete support services. In
addition, provide a description of reporting lines and responsibilities assigned to specific staff
members.
5. Explain how the institution’s staffing, physical space and financial support for student-athlete aca-
demic support services has been reviewed by appropriate institutional academic authorities to
ensure they meet the academic needs of student-athletes at the institution.
6. Using the program areas for academic support services, describe the following (this program
analysis must be conducted as part of the self-study process):
a. The specific academic support services offered to student-athletes (if any);
b. Any policies that govern which students can use these services;
25

Academic Integrity
c. The mechanisms by which student-athletes are made aware of these services;
d. The mechanism for evaluation of these services by academic authorities outside athletics at
least once every four years; and
e. The mechanism for periodic approval of these services by academic authorities outside ath-
letics.
If the institution has additional or different academic support services not included in the fol-
lowing list of examples, please click “Add Academic Support Area” in the Athletics Certification
Web-based System (ACS).
(1) Academic counseling/advising: Course selection, class scheduling, priority registration.
(2) Tutoring: Availability; procedures and criteria for obtaining assistance; assignment, qualifi-
cations, training, experience, etc.; compensation, rate of pay, pupil loads, qualifications,
experience, other terms and conditions of employment.
(3) Academic progress monitoring and reporting: Individual’s responsibility, frequency, proce-
dures for periodic grade and attendance checks.
(4) Assistance for special academic needs: Provisions for diagnosis and treatment of learning
disabilities.
(5) Assistance for at-risk students: Availability including institution-wide assistance.
(6) Academic support facilities: Availability of study rooms, computers and labs.
(7) Academic evaluation of prospective student-athletes: Review of academic profiles of
prospective student-athletes.
(8) Student-athlete degree selection: Degree program assistance.
(9) Learning assessments: Provisions for testing and evaluation (e.g., placement testing).
(10) Success skills: Study skills, note and test taking, writing and grammar skills, time-manage-
ment skills.
(11) Study hall: Availability, facilities, attendance policies.
(12) First year/transfer orientation: Availability, attendance requirements.
(13) Mentoring: Availability of mentors, identification and assignment methods, frequency of
interaction.
(14) Post eligibility programs: Availability of scholarships, assistantships and academic support.
26

Academic Integrity
7.
Please submit a copy of the written report from the most recent academic support services
evaluation. [Please use the file upload link contained within this question on the ACS to submit
a copy of your most recent academic support services evaluation.]
8. Identify the academic authorities outside the athletics department responsible for conducting
the institution’s academic support services evaluation and explain the process used in select-
ing these individuals to ensure they do not have day-to-day responsibilities in the academic
support services area. Also, provide the date of the institution’s most recent academic support
services evaluation.
9. If the institution used an outside individual or entity (e.g., conference office, peer colleagues) to
assist in the coordination or facilitation of the academic support services evaluation, provide the
name(s) and affiliation(s) of the individual(s). Further, describe the process used in selecting this
authority outside the institution to ensure the individual(s) is knowledgeable of academic sup-
port services. Also, provide a description of the authority’s involvement in the academic sup-
port services evaluation.
10. Describe the process used by the institution during development of the self-study to review the
most recent academic support services evaluation to determine if corrective actions are neces-
sary. In addition, identify the individuals involved in this review.
11. Identify relevant corrective actions planned as a result of the process described in Self-Study
Item No. 10 or actions previously planned or implemented from the most recent academic sup-
port services evaluation. Please provide:
a. The plan or actions implemented; and
b. The date(s) of actions taken or specific timetable for completion of the plan(s).
12. List all APR Improvement Plans developed and approved by the institution if required by the NCAA
Division I Committee on Academic Performance. Please provide:
a. The original plan;
b. The action(s) taken by the institution;
c. The date(s) of the action(s); and
d. An explanation for any partial or noncompletion of such required actions.
13. If the institution has developed a plan for improvement(s) for Operating Principle 2.2, describe
the institution’s efforts to ensure the plan for improvement was developed through a process
involving broad-based participation and has received formal institutional approval.
27

Academic Integrity
SAT
ACTSUM
SAT
ACTSUM
SAT
ACTSUM
SAT
ACTSUM
1600
144
1290
115
980
83
680
56
1590
140
1280
114
970
82
670
55
1580
139
1270
113
960
81
660
54
1570
138
1260
112
960
80
650
53
1560
138
1250
111
950
80
640
53
1550
137
1240
110
940
79
630
52
1540
137
1230
109
930
78
620
52
1530
136
1220
108
920
77
610
51
1520
135
1210
107
910
76
600
50
1510
134
1200
105
900
75
590
50
1500
133
1190
104
890
74
580
49
1490
132
1180
103
880
73
570
49
1480
132
1170
102
870
72
560
48
1470
131
1160
101
860
71
550
47
1460
130
1150
100
860
70
540
47
1450
129
1140
99
840-850
70
530
46
1440
129
1130
98
830
69
520
46
1430
128
1120
97
820
68
510
45
1420
127
1110
96
810
67
500
44
1410
126
1100
95
800
66
490
44
1400
125
1090
94
790
65
480
43
1390
124
1080
93
780
64
470
42
1380
123
1070
91
770
63
460
42
1370
123
1060
90
760
62
450
41
1360
122
1050
89
740-750
61
440
41
1350
121
1040
88
730
60
430
40
1340
120
1030
87
730
59
420
39
1330
119
1020
86
720
59
410
38
1320
118
1010
86
710
58
400
37
1310
117
1000
85
700
57
1300
116
990
84
690
56
42

Gender/Diversity Issues and
Student-Athlete Well-Being
Operating Principle
3.1 Gender Issues. It is a principle of the Association to conduct and promote its athletics programs
free from gender bias. In accordance with this fundamental principle, the institution shall:
a. Have implemented its approved gender-equity plan from the previous self-study. If the plan was
modified or not fully implemented, provide an acceptable explanation from appropriate institution-
al authorities.
b. Demonstrate that it is committed to, and has progressed toward, fair and equitable treatment of
both male and female student-athletes and athletics department personnel.
c. Formally adopt a written plan for the future for the intercollegiate athletics program that ensures
the institution maintains, or continues progress toward, a program that is equitable for both gen-
ders. The plan shall include measurable goals the institution intends to achieve, steps the insti-
tution will take to achieve those goals, persons responsible and timetables.
Self-Study Items
1. List all “conditions for certification” imposed by the Committee on Athletics Certification in its sec-
ond-cycle certification decision (if any) as they relate to Operating Principle 3.1 (Gender Issues).
In each case, provide:
a. The original “condition” imposed;
b. The action(s) taken by the institution;
c. The date(s) of the action(s); and
d. An explanation for any partial or noncompletion of such required actions.
Please note, the institution is not required to respond to opportunities for enhancement devel-
oped by the peer-review team unless those same items were adopted by the Committee on
Athletics Certification.
2. Report on the implementation of the plan for improvement to address gender issues developed
by the institution during its second-cycle certification process. In each case, provide:
a. The original plan;
b. The action(s) taken by the institution;
c. The date(s) of the action(s); and
43

Gender/Diversity Issues and Student-Athlete Well-Being
d. An explanation for any partial or noncompletion of such plans.
The Committee on Athletics Certification will not accept the following explanations for partial or non-
completion:
1. The institution did not possess sufficient funds to implement the plan; and
2. The institution has had personnel changes since the original development of the plan.
Within gender-issues and diversity-issues written plans, specific numerical targets may place
an institution at legal risk and are not expected in an institution s written plan, particularly as it
relates to hiring practices. In the program area of hiring practices, institutions may submit plans
that have broad, flexible non numeric hiring goals. As it relates to other program areas, includ-
ing but not limited to participation rates and budget increases, specific numerical targets may
be appropriate.
3. Describe any additional plans for improvement as they relate to Operating Principle 3.1 (Gender
Issues) developed by the institution after the second-cycle certification decision was rendered by
the Committee on Athletics Certification. In each case, provide:
a. The additional plan;
b. The action(s) taken by the institution;
c. The date(s) of the action(s); and
d. An explanation for any partial or noncompletion of such plans.
4. Explain how the institution is organized to further its efforts related to the gender-issues operat-
ing principle for both athletics department staff and student-athletes.
5. Describe how matters concerning gender equity are monitored, evaluated and addressed on a
continuing basis.
6. For the three most recent academic years in which information is available, analyze the institu-
tion s Equity in Athletics Disclosure Act (EADA) report (i.e., participation, head coaches and assis-
tant coaches). If any differences exist, the institution must explain (using supporting data) and
address any deficiencies in the gender-issues plan for improvement.
7. For the three most recent academic years in which information is available, analyze the institu-
tion s NCAA financial report (all revenue and expense categories). If any differences exist, the
institution must explain (using supporting data) and address any deficiencies in the gender-issues
plan for improvement.
44

Gender/Diversity Issues and Student-Athlete Well-Being
8. Using the program areas for gender issues, provided as Attachment No. 2 on pages 56-57:
a. Describe how the institution has ensured a complete study of each of the 17 program areas.
This study must be conducted as part of the self-study process;
b. Provide data demonstrating the institution s status and commitment, including resource allo-
cation, across each of the 17 areas;
c. Using the data provided in (b) above, analyze and explain how the institution is meeting the
needs of the underrepresented gender within the athletics program; and
d. Explain how the institution s written, stand-alone plan for gender issues addresses each of
the 17 areas.
[Note: The institution may want to refer to the equitable medical care section of the NCAA Sports
Medicine Handbook as a guide in responding to Item No. 9 of the program area checklist.]
9. Using the plan for improvement section, provide an institutional gender-issues plan that
addresses all 17 aforementioned program areas for the athletics department. The plan must
include all required elements of a plan as noted by the committee (Appendix D). If a deficien-
cy does not exist in a program area(s), the institution must include an evaluation mechanism to
monitor the institution s status in that program area(s).
Within gender-issues and diversity-issues written plans, specific numerical targets may place an
institution at legal risk and are not expected in an institution s written plan, particularly as it relates
to hiring practices. In the program area of hiring practices, institutions may submit plans that have
broad, flexible non-numeric hiring goals. As it relates to other program areas, including but not lim-
ited to participation rates and budget increases, specific numerical targets may be appropriate.
10. Describe how the institution will review its gender-issues plan on an annual basis, including how
it will compare the plan with its EADA reports and NCAA financial reports. Further, please pro-
vide the names and titles of those individuals who will be responsible for this review.
11. Describe the institution s efforts to ensure the gender-issues plan for improvement was devel-
oped through a process involving broad-based campus participation and has received formal
institutional approval. Further, please identify the length (e.g., five years) of this plan, including
the specific years this plan will be active.
*If a plan concludes before the commencement of the institution s next self-study, the institu-
tion is expected to create a new five-year plan for improvement, even if each of the actions in
the institution s original plan were ongoing in nature. The institution must develop a new five-
year plan that will maintain conformity with the operating principle.
45

Gender/Diversity Issues and Student-Athlete Well-Being
Operating Principle
3.2. Diversity Issues. It is a principle of the Association to promote respect for and sensitivity to
the dignity of every person and to refrain from discrimination. In accordance with this fundamental
principle, the institution shall:
a. Have implemented its approved minority-issues plan from the previous self-study. If the plan was
modified or not fully implemented, provide an acceptable explanation from appropriate institution-
al authorities.
b. Demonstrate that it is committed to, and has progressed toward, fair and equitable treatment of
all student-athletes and athletics department personnel with diverse racial, ethnic and other
backgrounds; and
c. Formally adopt a written plan for the future of the intercollegiate athletics program that ensures
the institution maintains, or continues progress toward, a program that expands equitable oppor-
tunities and support for student-athletes and athletics personnel with diverse racial, ethnic and
other backgrounds. The plan shall include measurable goals the institution intends to achieve,
steps the institution will take to achieve those goals, persons responsible and timetables.
Institutions should note that for purposes of athletics certification, institutions have discretion to
address those areas of diversity that align with the institution’s overall mission and culture.
However, institutions are reminded that the Committee on Athletics Certification expects a com-
prehensive and good-faith effort throughout the self-study process. Examples of areas to review
for diverse backgrounds or underrepresented groups include, but are not limited to: race, ethnic-
ity, creed, color, national origin, age, disability, sexual orientation and gender identity, in addition
to other areas such as religion, marital status, education, income, geographic location and work
experience.
Self-Study Items
1. List all “conditions for certification” imposed by the Committee on Athletics Certification in its sec-
ond-cycle certification decision (if any) as they relate to Operating Principle 3.2 (Minority Issues).
In each case, provide:
a. The original “condition” imposed;
b. The action(s) taken by the institution;
c. The date(s) of the action(s); and
46

Gender/Diversity Issues and Student-Athlete Well-Being
d. An explanation for any partial or noncompletion of such required actions.
Please note, the institution is not required to respond to opportunities for enhancement devel-
oped by the peer-review team unless those same items were adopted by the Committee on
Athletics Certification.
2. Report on the implementation of the plan for improvement to address minority issues developed
by the institution during its second-cycle certification process. In each case, provide:
a. The original plan;
b. The action(s) taken by the institution;
c. The date(s) of the action(s); and
d. An explanation for any partial or noncompletion of such plans.
The Committee on Athletics Certification will not accept the following explanations for partial or non
completion:
1. The institution did not possess sufficient funds to implement the plan; and
2. The institution has had personnel changes since the original development of the plan.
Within gender-issues and diversity-issues written plans, specific numerical targets may place
an institution at legal risk and are not expected in an institution s written plan, particularly as it
relates to hiring practices. In the program area of hiring practices, institutions may submit
plans that have broad, flexible non numeric hiring goals. As it relates to other program areas,
including but not limited to participation rates and budget increases, specific numerical targets
may be appropriate.
3. Describe any additional plans for improvement in the area of Operating Principle 3.2 (Minority
Issues) developed by the institution after the second-cycle certification decision was rendered by
the Committee on Athletics Certification. In each case, provide:
a. The additional plan;
b. The action(s) taken by the institution;
c. The date(s) of the action(s); and
d. An explanation for any partial or noncompletion of such plans.
4. Explain how the institution is organized to further its efforts related to the diversity-issues operat-
ing principle for both athletics department staff and student-athletes.
47

Gender/Diversity Issues and Student-Athlete Well-Being
5. Describe how matters concerning diversity issues are monitored, evaluated and addressed on a
continuing basis.
6. For the three most recent academic years, analyze and explain the data regarding the racial or
ethnic composition for the following:
a. Full-time senior administrative athletics department staff members (i.e., assistant athletics
directors up through the athletics director level);
b. Other full- and part-time professional (i.e., non-clerical) athletics department staff members
(such as trainers, ticket managers, academic support staff and facility managers, even if the
position is not funded by or does not report to the athletics department);
c. Full- and part-time head coaches;
d. Full- and part-time assistant coaches (including graduate assistant and volunteer coaches);
e. Faculty-based athletics board or committee (e.g., faculty senate subcommittee on athletics,
faculty athletics committee) members; and
f.
Other advisory or policy-making group (e.g., governing board subcommittee for athletics,
student-athlete advisory committee) members (if any).
[Note: Use the supplied chart (Racial or Ethnic Composition of Personnel on page 53) to compile
the data requested in this self-study item.]
7. For the three most recent academic years, analyze and explain the data regarding the racial or
ethnic composition for student-athletes who received athletics aid and for all students.
[Note: Use the supplied chart (Racial or Ethnic Composition of all Students on page 54) to com-
pile the data requested in this self-study item.]
8. For the three most recent academic years, analyze and explain the data regarding the racial or
ethnic composition of student-athletes who received athletics aid by the eight sport groups list-
ed in the NCAA Federal Graduation Rates Report.
[Note: Use the supplied chart (Racial or Ethnic Composition of Student-Athletes by Sport Group
on page 55) to compile the data requested in this self-study item.]
9. Using the program areas for diversity issues, provided as Attachment No. 3 on pages 58-59:
a. Describe how the institution has ensured a complete study of each of the nine program areas.
This study must be conducted as part of the self-study process;
b. Provide data demonstrating the institution s status and commitment across each of the nine
areas;
48

Gender/Diversity Issues and Student-Athlete Well-Being
c. Using the data provided in (b) above, analyze and explain how the institution is meeting the
needs of its student-athletes and staff with diverse racial, ethnic and other backgrounds; and
d. Explain how the institution’s written, stand-alone plan for diversity issues addresses each
of the nine areas.
10. Using the “plan for improvement” section, provide an institutional diversity-issues plan that
addresses all nine aforementioned program areas for the athletics department. The plan must
include all required elements of a plan as noted by the committee (see Appendix D). If a defi-
ciency does not exist in a program area(s), the institution must include an evaluation mecha-
nism to monitor the institution’s status in that program area(s).
Within gender-issues and diversity-issues written plans, specific numerical targets may place
an institution at legal risk and are not expected in an institution’s written plan, particularly as it
relates to hiring practices. In the program area of hiring practices, institutions may submit plans
that have broad, flexible non numeric hiring goals. As it relates to other program areas, includ-
ing but not limited to participation rates and budget increases, specific numerical targets may
be appropriate.
11. Describe how the institution will review its diversity-issues plan on an annual basis, including
how it will compare the plan with its assessment (see Program Area No. 2). Further, identify
those individuals who will be responsible for this review.
12. Describe the institution’s efforts to ensure the diversity-issues plan for improvement was devel-
oped through a process involving broad-based campus participation and has received formal
institutional approval. Further, please identify the length (e.g., five years) of this plan, including
the specific years this plan will be active.
*If a plan concludes before the commencement of the institution’s next self-study, the institu-
tion is expected to create a new five-year plan for improvement, even if each of the actions in
the institution’s original plan was ongoing in nature. The institution must develop a new five-
year plan that will maintain conformity with the operating principle.
Operating Principle
3.3. Student-Athlete Well-Being. Conducting the intercollegiate athletics program in a manner
designed to protect and enhance the physical and educational well-being of student-athletes is a
basic principle of the Association. Consistent with this fundamental principle, the institution shall:
a. Provide evidence that the well-being of student-athletes and the fairness of their treatment is
monitored, evaluated and addressed on a continuing basis.
49

Gender/Diversity Issues and Student-Athlete Well-Being
b. Have established grievance or appeal procedures available to student-athletes in appropriate
areas.
c. Provide evidence that the institution has in place programs that protect the health of and provide
a safe environment for each of its student-athletes.
Self-Study Items
1. List all “conditions for certification” imposed by the Committee on Athletics Certification in its sec-
ond-cycle certification decision (if any) as they relate to Operating Principle 3.3 (Student-Athlete
Well-Being). In each case, provide:
a. The original “condition” imposed;
b. The action(s) taken by the institution;
c. The date(s) of the action(s); and
d. An explanation for any partial or noncompletion of such required actions.
Please note, the institution is not required to respond to opportunities for enhancement devel-
oped by the peer-review team unless those same items were adopted by the Committee on
Athletics Certification.
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 second-cycle certification
process as they relate to Operating Principle 3.3 (Student-Athlete Well-Being). In each case, pro-
vide:
a. The original plan;
b. The action(s) taken by the institution;
c. The date(s) of the action(s); and
d. An explanation for any partial or noncompletion of such plans.
Please note, the institution will not be required to fulfill an element of a second-cycle plan if the
element does not affect conformity with a current operating principle.
3. Describe any additional plans for improvement/recommendations as they relate to Operating
Principle 3.3 (Student-Athlete Well-Being) developed by the institution since the second-cycle
certification decision was rendered by the Committee on Athletics Certification.
50

Gender/Diversity Issues and Student-Athlete Well-Being
4. Please submit a copy of the student-athlete exit-interview instrument with the submission of your
self-study report. [Please use the file upload link contained within this question on the ACS to
submit a copy of your current student-athlete exit-interview instrument.]
5. Describe opportunities other than the student-athlete exit-interview process that are available to
student-athletes to provide input regarding student-athlete well-being issues (e.g.,
student-athlete advisory committee, open-door policy of athletics administrators, including the
director of athletics, senior woman administrator, and/or faculty athletics representative).
6. Describe the athletics department’s written grievance and/or appeals procedures available to
student-athletes in areas mandated by NCAA legislation (i.e., financial aid and transfers). Also,
provide the name(s) and title(s) of the individual(s) responsible for overseeing the administration
of these grievance and/or appeals procedures. Describe the means by which these grievance
and/or appeals procedures are communicated in writing to student-athletes and athletics depart-
ment staff members.
7. Describe the institution’s written grievance and/or appeals procedures available to
student-athletes in other areas (e.g., harassment, hazing, abusive behavior, discrimination). Also,
provide the name(s) and title(s) of the individual(s) responsible for overseeing the administration
of these grievance and/or appeals procedures. Describe the means by which these grievance
and/or appeals procedures are communicated in writing to student-athletes and athletics depart-
ment staff members.
8. Describe the institution’s educational and support programs in the area of sexual orientation.
Also, describe the institution’s structure and/or policies that ensure the provision of a safe envi-
ronment for all students, including student-athletes with diverse sexual orientations.
9. Using the seven program areas for student-athlete well-being issues, provided as Attachment
No. 4 on page 60:
a. Describe how the institution has ensured a complete study of each of the seven program
areas for student-athlete well-being. This study must be conducted as part of the self-study
process;
b. Provide data demonstrating the institution’s commitment and current efforts across each of
the seven areas for all student-athletes;
c. Using the data provided in (b) above, analyze and explain how the institution is meeting the
needs of its student-athletes; and
51

Gender/Diversity Issues and Student-Athlete Well-Being
d. If the institution identifies any deficiency(ies) related to a student-athlete well-being program
area, explain how the institution’s written, stand-alone plan for student-athlete well-being
addresses the deficiency(ies).
10. If the institution has developed a plan for improvement(s) for Operating Principle 3.3, describe
the institution’s efforts to ensure the plan for improvement was developed through a process
involving broad-based campus participation and has received formal institutional approval.
52

Attachment No. 2: Program areas to be reviewed for Gender Issues
1. Accommodation of Interests and Abilities – Participation proportionate to enrollment;
and/or, history and continuing practice of program expansion for the under represented gen-
der within the athletics program; and/or, full and effective accommodation for the underrepre-
sented gender within the athletics program; and equivalent levels of competition. Institutions
must clearly identify methods (e.g., proportionality, history of program expansion, etc.) for
addressing accommodation of interests and abilities when presenting gender-issues plans for
the future.
2. Athletics Scholarships – Scholarship dollars to be awarded to women and men at the same
proportion as their respective rate of participation in the intercollegiate athletics program.
3. Equipment and Supplies – Quality; amount; suitability; maintenance and replacement; avail-
ability of equipment and supplies.
4. Scheduling of Games and Practice Time – Number of contests; number, length and time of
day of practices; time of day of contests; preseason and postseason opportunities, including
foreign tours.
5. Travel Allowance – Modes of transportation; housing furnished during travel; length of stay
before and after competitive events; dining arrangements and per diem for institutional com-
petition and other competitive opportunities (e.g., under NCAA Bylaw 16.8.1.3).
6. Academic Support Services – Availability of, and equitable access to, academic support
services that meet the needs of student-athletes based on individual student-athlete academ-
ic profiles and/or performance, and equitable criteria for obtaining assistance.
7. Coaches – Availability of full-time and part-time assistant coaches, and graduate assistants;
training, experience, professional standing and other professional qualifications; total rate of
compensation package, duration of contracts, conditions relating to contract renewal, experi-
ence, nature of coaching duties, working conditions and other terms and conditions of employ-
ment.
8. Locker Rooms, Practice and Competitive Facilities – Quality, availability and exclusivity of
practice and competitive facilities; quality and availability of locker rooms; maintenance and
preparation of practice and competitive facilities.
9. Medical and Training Facilities and Services – Availability of medical personnel; availability
and quality of weight training and conditioning facilities; availability and qualifications of athlet-
ic trainers; health, accident and injury insurance coverage; provision of medical and training
expenses.
56

Attachment No. 2: Program areas to be reviewed for Gender Issues
10. Housing and Dining Facilities and Services – Housing provided; special services as part of
housing; dining arrangements.
11. Publicity and Awards – Availability and quality of sports information personnel; access to
other publicity resources; quantity and quality of publications and other promotional devices;
availability and quality of institutional awards; opportunity for application and/or nomination for
other outside awards (e.g., NCAA, national or conference awards).
12. Support Services – Administrative, secretarial and clerical support and office space.
13. Recruitment of Student-Athletes – Equal opportunities for professional personnel to recruit;
availability of financial and other resources for recruitment; equivalent benefits, opportunities
and treatment of prospective athletes.
14. Retention – Programs and services to address retention of staff, coaches and student-athletes
from the underrepresented gender within the athletics program; review of retention and promo-
tion of staff and coaches from the underrepresented gender within the athletics program,
including professional development opportunities (e.g., mentoring programs), rate of compen-
sation, duration of contracts and conditions relating to contract renewal.
15. Programs and Activities (staff and coaches) – Programs and activities that provide oppor-
tunities for all athletics department staff and coaches to address gender issues, including those
designed to address the needs of the underrepresented gender within the athletics program.
16. Programs and Activities (student-athletes) – Programs and activities that provide opportu-
nities for all student-athletes to address gender issues, including those designed to address
the needs of the underrepresented gender within the athletics program.
17. Participation in Governance and Decision Making – Involvement of athletics department
staff, coaches and student-athletes from the underrepresented gender within the athletics pro-
gram in the governance and decision-making processes of the athletics department; provision
of leadership opportunities for all student-athletes (e.g., participation on student-athlete advi-
sory committee) and athletics department staff and coaches (e.g., participation at the confer-
ence and/or national level).
57

Attachment No. 3: Program areas to be reviewed for Diversity Issues
For purposes of athletics certification, institutions have discretion to address those areas of diversi-
ty that align with the institution’s overall mission and culture. However, institutions are reminded that
the NCAA Division I Committee on Athletics Certification expects a comprehensive and good-faith
effort throughout the self-study process. Examples of areas to review for diverse backgrounds or
underrepresented groups include, but are not limited to: race, ethnicity, creed, color, national origin,
age, disability, sexual orientation and gender identity, in addition to other areas such as religion, mar-
ital status, education, income, geographic location and work experience.
1. Institutional and Athletics Department Commitment and Organization – Written statements
(e.g., vision statements, mission statements, diversity statements, policies, plans) that address
the issues of diversity, including where the statements are published; description of how the insti-
tution and athletics department are organized to address diversity through policies and/or orga-
nizational structure, including how the athletics department’s commitment to diversity connects
with the institution’s commitment; communication of expectations regarding diversity to staff,
coaches and student-athletes.
2. Assessment – Assessment of athletics department activities to evaluate its consistency with the
objectives set forth in the institution’s and athletics department’s written diversity statements;
assessment of campus climate through evaluation of various campus constituencies.
3. Recruitment – Institutional and athletics department programs and strategies for recruiting
administrators, coaches and student-athletes from underrepresented groups or diverse back-
grounds.
4. Hiring Practices – Assessment and comparison of institutional and athletics department hiring
practices to ensure the athletics department demonstrates a commitment to diversity in hiring
procedures for staff and coaches; description, comparison and explanation of any differences
between institutional hiring practices and athletics department hiring practices; description of
institutional and/or athletics department polices related to use of outside firms (e.g., search firms)
to ensure a diverse candidate pool; description of actual hiring practices since the previous self-
study for any positions (e.g., coaches, staff) determined to be high profile at the institution.
5. Retention – Programs and services to address retention and acclimation of diverse staff, coach-
es and student-athletes; review of retention and promotion of staff and coaches who are mem-
bers of underrepresented groups, including professional development opportunities (e.g., men-
toring programs), compensation, duration of contracts, conditions relating to contract renewal.
6. Partnerships – Collaboration and integration between athletics department and other institution-
al units or external organizations to enhance diversity efforts in programs, activities and services.
58

Attachment No. 3: Program areas to be reviewed for Diversity Issues
7. Programs and Activities (staff and coaches) – Programs and activities that provide opportuni-
ties for all athletics department staff and coaches to address diversity issues, including those
designed to address the needs of underrepresented groups or diverse backgrounds.
8. Programs and Activities (student-athletes) – Programs and activities that provide opportuni-
ties for all student-athletes to address diversity issues, including those designed to address the
needs of underrepresented groups or diverse backgrounds.
9. Participation in Governance and Decision Making – Involvement of athletics department staff,
coaches and student-athletes from underrepresented groups or diverse backgrounds in the gov-
ernance and decision-making processes of the athletics department; provision of leadership
opportunities for all student-athletes (e.g., participation on student-athlete advisory committee)
and athletics department staff and coaches (e.g., participation at the conference and/or national
level).
59

Attachment No. 4: Program areas to be reviewed for Student-Athlete
Well-Being Issues
1. Organization and Structure – Policies, organization and structure of the athletics department to
enhance student-athlete well-being; commitment of the institution to enhance the overall
student-athlete educational experience; how issues are monitored, evaluated and addressed on
a continuing basis, including the periodic review by institutional personnel of programs and activ-
ities provided by the athletics department and institution.
2. Participation in Governance and Decision-Making – Involvement of student-athletes in the
governance and decision-making processes of the athletics department, including the student-
athlete advisory committee.
3. Student-Athlete Exit Interviews – Methods used to conduct exit interviews and description of
the process to evaluate and implement outcomes; inclusion of questions to effectively measure
and evaluate issues and areas related to the student-athlete experience.
4. Programs and Activities – CHAMPS/Life Skills (or an equivalent program) or other institutional
programs that address the needs and issues affecting student-athletes (e.g., career counseling,
personal counseling, nutrition, diversity, gambling, alcohol and drug guidelines, sexual orientation,
personal development, leadership); policies and procedures in place to encourage and assure
student-athletes’ access to these programs.
5. Time Demands – Written policies and procedures that address the institution’s efforts to moni-
tor student-athlete time demands, including travel commitments, missed class time, final exam
schedules, summer vacation periods and intercession periods; methods used to educate coach-
es and student-athletes about time demands and opportunities to integrate into campus life,
including the periodic evaluation of such policies to ensure their effectiveness.
6. Travel – Written policies of the athletics department and/or institution that address the safety of
student-athlete transportation (e.g., road travel; air travel, including charter policies; driver selec-
tion; training; privately owned vehicles), including the annual evaluation of such policies to ensure
their effectiveness; communication in writing of these policies to athletics department staff and
student-athletes and administrator(s) responsible for institutional awareness in this area.
7. Medical Policies – Written policies of the athletics department and/or institution that address the
health and safety of student-athletes (i.e., athletic training coverage and emergency medical
plans for practices, contests, strength training, skills sessions and out-of-season workouts),
including the annual evaluation of such policies to ensure their effectiveness in protecting their
health and providing a safe environment; communication in writing of these policies to athletics
department staff and student-athletes and administrator(s) responsible for institutional awareness
in this area.
60

A
Appendix
Sample Plan Format—Rules Compliance
1,
r
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u
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l
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staff liaison for athletics certification
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61

B
Appendix
Sample Plan Format—Gender Issues
The following illustrates means by which an institution can present the major components of a plan.
This example of one component is not meant to resemble an institution’s plan. Also, it is not
required that an institution follow the items in this example. An institution should formulate an orig-
inal plan that addresses its unique situations and issues.
62

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a
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oal
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3.
4.
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.
er
ongoing
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f
or
ork
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ta
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positions
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Appendix B: Sample Plan Format — Gender Issues
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the
n
l
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positions
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e
w
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e fu
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5
6
65

d
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dule
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nua
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mple
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Appendix B: Sample Plan Format — Gender Issues
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e
co
l
ur
es
ne
er ro
n
a
ssista
w
ar
al
ck
e
as
l
i
t
y
eb
creas
ach
mp
r men
men
i
l
d
uild
o
l
o
M
Goals
as
In
golf
co
a
l
ign
co
fo
B
w
i
n
Bu
faci
b
s
l
f
.
s
o
r
ent
re
are
i
n
g
fo
t
a
eed
's
t
n
rs
's
l
e.
l
em
es
e
(
s)
en
e
en
al
E
ari
ci
men
ci
men
b
l
i
t
y
rad
o
ck
ft
o
o
nnis.
g
I
ssu
efi
efi
p
Sal
d
w
L
d
w
te
So
faci
u
,
,
ms
ms
o
d
e
o
d
e
r
ea
Ro
an
i
t
i
v
Ro
i
t
i
v
A
e an
es
et
er
i
ce
et
i
c
l
i
t
i
es
er
l
i
t
i
es
am
ach
ck
mp
ck
mp
o
act
aci
o
Co
L
Pr
Co
F
L
Pract
Co
Faci
r
ogr
P
.
.
7
8
66

ary
ongoing
f
or
u
ork
J
an
a
nd
ble
W
y
ta
er b
2008
ime
n
in
T
ting the
r
ai
r.
e t
e
c
ific
t
h
mple
o
i
re
e
ginning
ereaft
Spe
C
H
2009.
B
t
h
r
f
o
tion
by
d
ill
ta
d
w
e
d
ible
n
f
an
f
f
;
l
e
t
i
c
d
h
an
ing
m
s
r o
r o
r o
an
p
me
o
i
cs
At
o
t
h
o
ct
er.
g
r
f
or
a
t
ion.
l
et
n
ct
ct
t
h
s
i
cal
Ste
e
s
pons
a
d
al
i
re
t
h
y
r
ai
i
re
ren
onditioning.
onitor
pe
i
re
e
duc
I
ndividuals
R
Imple
D
A
He
T
D
St
C
M
be
D
H
Ph
E
r
e
fo
's
g
s.
.
d
i
n
i
n
e
mal
te
es
an
nc
al
u
men
l
r
ce
ach
le
d
s
t
art
eq
al
fo
en
a
thle
co
an
b
al
be
l
es
u
eri
nt-
t
h
i
t
h
al
p
l
l
ey
g
ill
e
quiva
w
t
b
o
ach
e eq
ex
w
d
es
o
v
co
b
Appendix B: Sample Plan Format — Gender Issues
oal
stude
t
r
en
ts
fo
's
G
as
t
h
i
l
l
h
r s
f
kloa
ach
o
g
w
o
e
n
co
men
h
m
fo
spor
or
at
o
s
t
r
en
rt
w
o
t
s
w
t
h
w
a
le
g
t
h
r w
f s
o
er
en
t
o
o
s
p
n
f
or
ith
m
f
e
m
fo
t
ren
l
e
w
n
e
d
ce
es
09.
t
o Achieve
t
rai
al
en
b
ari
mal
a
s
s
i
g
a
nd
i
r
e s
et
A
H
eri
k
Sal
fe
i
re
a
l
ing
a
le
onitor
p
ccer.
d
2008-
Steps
.
.
as
.
H
de
1
m
m
2
ex
b
s
o
3
an
in

e
s
t
s
ic
king
at
l
l
-
nt
l
es
ovide
r
v
ta
t
h
er
t
h
spor
se
d
g
l
l
ard
e
pr
e fu
i
cal
nts,
are
a
av
en
nsiste
g
r
eg
abl
to
lity
h
o
,
.
s
t
ren
c
f
or
r
.
ur
l
ar c
t
s
t
o
c med
qua
stude
s
fi
i
cs
nde
i
cu
en
i
ces
rams
e
as
d
l
et
g
ontinue
a
l
l
eci
r
ovide
h
a
i
ning
ge
M
Goals
art
ro
C
high-
to
p
s
t
u
acces
s
p
s
erv
P
at
tr
p
of
s
n
d
eed
t
i
o
ent
i
n
l
e.
s
n
,
d
.
an
s
ie
t
h
rt
ab
t
l
y
t
en
to
e-
ing
l
em
at
e
(
s)
i
n
g
rams
o

ar
id
u
E
issue
i
cal
ts.
ntif
i
ces
g
s
p
rren
re
en
o
t
h
ren
l
be
mp
pa
oduc
I
ssu
ro
N
ide
wi
med
s
erv
St
c
onditioning
p
al
to
co
Cu
mo
is
rev
pr
spor
d
d
d
d
an
an
r
ea
an
an
A
i
cal
l
i
t
i
es
i
ces
i
cal
l
i
t
i
es
i
ces
am
ed
r
a
i
ning
aci
erv
ed
r
a
i
ning
M
T
F
S
M
T
Faci
Serv
r
ogr
P
.
9
67

ongoing
f
or
ork
a
nd
ble
W
ta
2008
ime
in
T
ting the
r.
e
c
ific
mple
o
e
ginning
ereaft
Spe
C
B
t
h
r
r
r
f
o
et
f
tion
i
o
r;
g
er;
d
ad
n
o
l
o
ta
o
e
r
y
b
cel
d
ible
n
f
r
ai
o
f
e
/
Sen
Bu
H
ing
an
nt
an
s
s.
at
r o
i
s
t
rat
r;
;
r o
i
t
y
p
me
o
i
cs
i
cs
o
i
c T
o
ci
n
i
rect
ct
tic
r
med
rs
ers
l
et
man
l
et
ct
l
et
D
e Ch
t
ude
ct
Ste
e
s
pons
mi
i
v
s
s
o
i
re
t
h
o
d
t
h
i
re
t
h
d
thle
onitor
i
c
S
f
fai
i
re
n
ousing.
I
ndividuals
R
Imple
erfo
A
D
A
W
A
A
D
A
an
A
M
p
V
of
A
D
U
H
on
s
ill
to
te
w
a
nd
2008
nt-
a
thle
nt-
ousing
f
a
l
l
H
stude
.
housing
ing
a
l
l
i
p
h
Appendix B: Sample Plan Format — Gender Issues
oal
stude
r
s
ity
dur
G
f
or
y
l
ars
onitor
f
or
s
o
m
nive
ve
e
d
s
ch
to
f

U
sur
ne
n
o
a
o
options
r
ship.
t
ine
es
t
o Achieve
e
c
t
or
r
m
l
et
ontinue
hola
ir
e
te
h
C
dining
sc
D
c
onduc
d
at
Steps
1.
2.
nt
le
2008-
l
s
te
by
e
dining
r al
abl
quiva
fo
e
a
nd
a
thle
g
ur
nt-
i
n
r
s
hips
v
e
as
vide
l
i
t
i
es
r
o
hola
M
Goals
P
housing
faci
stude
recei
sc
09.
s
d.
ea
e
c
ent
s
d
ar
an
lude
ie
tion.
l
em
e
(
s)
ram
t
en
inc
E
issue
ntif
g
lua
n
n
o
ithin
I
ssu
ro
N
ide
w
p
e
va
Mai
pla
d
an
r
ea
A
l
i
t
i
es
i
ces
am
ousing,
ining,
erv
H
D
Faci
S
r
ogr
P
10.
68

g
n
r

ri
f
o
s
p
f
or
ork
a
nd
rt
a
2009.
ble
W
2008
ll
St
ta
ing
r.
ll.
f
a
ll
yba
spr
ongoing
ime
tba
in
cce
in
T
a
nd
ting the
volle
s
o
s
sof
r.
's
e
f
or
c
ific
e
n'
mple
2008
o
m
men
e
ginning
o
o
e
ginning
a
ll
ereaft
Spe
C
B
w
w
2009
B
F
t
h
r
r
r
.
e
f
o
tion
i
o
es
r;
i
o
r;
at
ta
o
o
d
ch
ci
n
n
d
a
ible
n
f
f
f
e
/
Sen
s
i
o
e
/
Sen
i
o
an
an
co
s
s
o
s
rt
s.
at
r o
i
s
t
rat
o
at
r.
at
r o
i
s
t
rat
at
r;
l
l
r o
p
me
o
i
cs
o
o
i
cs
o
o
ci
n
n
al
r A
ct
ci
s
al
tic
l
et
man
Sp
rm
ct
ct
l
et
man
rt
rm
ct
eb
b
i
o
ct
Ste
e
s
pons
mi
mi
s
s
o
i
re
t
h
o
d
d
fo
i
re
s
s
o
i
re
t
h
o
d
o
fo
i
re
ft
i
re
thle
I
ndividuals
R
Imple
A
D
A
W
A
an
In
D
A
D
A
W
A
Sp
In
D
Bas
So
Sen
D
A
w
o
r
c
e
r
by
w
s
h
inning
e
s
.
fo
s
l
.
soc
o
w
m
e
m
es
s
s
h
a
al
b
r
's
te
fo
rag
e
n'
n
ach
ft
e
ga
e
s
s
o
v
men
i
s
i
o
co
Appendix B: Sample Plan Format — Gender Issues
oal
om
e
n'
l
ams
g
co
hom
w
al
i
t
h
n
G
ev
m
t
e
ll
et
o
w
ri
ll,
eb
's
u
rn
'
t
el
w
as
w
d
t
e
ba
o
y
es
f
or
men
ootba
In
s
e b
s
h
o
i
t
l
es
f
e
l
.
ach
t
h
w
or
volle
al
g
l
i
v
b
ared
ce t
ll
t
o Achieve
'
s
i
ze
ft
e co
i
n
h
n
ch
e
n
tunitie
g
tba
n
s
o
ert
a s
m
v
feren
au
o
d
creas
n
t
o
n
ske
Steps
L
w
an
In
oppor
co
i
n
Reco
co
ba
f
o
al
g
u
g
i
n
i
n
eq
i
n
et
o
et
s
.
r
t
s
rt
e
o
o
ea t
ark
m
s
p
abl
s
p
ar
e mark
's
f
's
ur
c
al
o
n
s
an
rt
e
as
h
men
i
o
n
o
r men
M
Goals
E
w
reg
effo
fo
s
f

r
t
o
e
d
r
o
ent
ne
fo
c
t
s
s
p
e
ity
's
l
em
ced
.
e
(
s)

E
a
s
p
an
l
be
h
men
o
I
ssu
Al
public
to
en
w
t
eams
a
nd
r
ea
A
ity
s
ard
am
blic
u
w
P
A
r
ogr
P
11.
69

e
b
c
e
lly
n
i
l
l
.
ill
o
e
nt
nda
w
a
nnua
f
or
10)
d
ork
aff w
tw
r
t
m
nt
st
a
t
te
xt
an
ble
W
t
008-
a
nd
e
pa
in
t
s
ta
ne
(2
d
pone
s
be
t
es
the
n
2009
ime
suppor
ears
tic
ill
co
c
om
T
l
w
ting the
ing
c y
thle
l
8
ing
0
r.
r.
e
ing
e
dur
mi
a
0
2
spr
c
ific
e
mple
l
o
dditiona
e
d
e
nior
r
s
onne
al
ereaft
onitor
gin
ereaft
Spe
C
A
hir
acad
S
pe
at
t
h
M
be
t
h
r
f
o
tion
s.
by
f
i
n
d
al
ill
s
,
man
d
ie
o
al
s
ta
n
u
f
ith
w
e
d
r
n
ible
n
f
an
f
es
f
an
es
;
i
o
o
w
o
i
o
f H
e
s.
;
e
r
s
ight
ing
m
e

of
e
s.
s
r o
r o
en
o
c
r o
s
en
at
rs
c
p
me
o
i
cs
o
i
zat
i
v
o
i
cs
o
ove
i
zat
i
v
ct
ci
tic
r
f
or
i
rect
f
f
i
c
l
et
ct
an
ce
ct
l
et
ct
t
an
Ste
e
s
pons
O
man
i
re
t
h
i
re
rg
f
fect
f
fi
e
sour
i
re
t
h
s
s
o
i
re
thle
onitor
pe
e D
rg
f
fect
u
e
sour
I
ndividuals
R
Imple
D
A
D
O
E
O
R
D
A
A
D
A
spor
r
e
s
ponsibilit
M
be
t
h
O
E
the
H
R
d
an
l
e
nt
a
ll
al
t
aff
b
st
ft
r
t
m
e
a
sts.

quity
t
s
o
pa
nc
be
E
,
de
c
onte
ill
er-
cer
s
nda
w
d
c
.
e
en
Appendix B: Sample Plan Format — Gender Issues
oal
suppor
tic
l
y
s
o
a
tte
G
el
'
s
hom
tion
i
v
in
e G
en
a
t
hle
ts
t
h
be
m
ect
y
p
f
unc
b
dditiona
o
t
t
ee.
nior
to
spor
a
w
res
l
se
s
ing
mi
i
n
l
,
m
e
n’
r
med
t
o Achieve
one
al
er
b
m
co
ssign
b
e
r
sonne
o
onitor
erfo
mb
A
p
w
M
p
Su
ssign
l
l
ey
Steps
o
A
me
v
1.
2.

to
of
e
s
to
of
e
s
's
ic

’s
le
ic
l
e
f
or
lity
r
v
b
f
or
lity
r
v
e
s
men
se
e
s
men
se
e
i
t
a
b
ic
o
t
ic
o
t
u
qua
qua
r
v
w
c
ontinue
w
c
ontinue
e
quita
r
v
abl
se
d
d
d
the
d
d
se
the
ur
e
eq
t
an
a
n
lly.
t
an
a
n
lly.
i
d
's
ts
suppor
’s
ts
suppor
e
as
v
se
se
onitor
r
ovide
onitor
M
Goals
Pro
suppor
men
spor
m
the
a
nnua
P
suppor
men
spor
m
the
a
nnua
s
e
d
d
i
v

ent
an
an
ll.
t
of
t
l
y
t
.
t
i
n
's
l
's
h
i
s
t
rat
t
’s
t
eams
l
em
s
t
aff
e
(
s)
ed
al
yba
r
n
i
g
s
rren
en
E
re
men
b
men
i
o
men
rt
ci
o
ccer,
ft
o
mi
ers
o
o
cu
I
ssu
eed
v
efi
Mo
suppor
n
w
s
o
s
o
w
volle
Sen
ad
o
suppor
w
s
p
i
s
d
r
ea
t
A
es
t
i
c
i
ces
am
ppor
u
ppor
S
Serv
u
S
Serv
r
ogr
P
12.
70

ill
ing.
ill
w
w
spr
f
or
ork
lly
nt
a
nd
c
h
ble
W
e
a
ta
pone
2009
a
nnua
lly
ime
c
om
ing
nua
T
a
nd
n
ting the
r.
spr
e
ing
a
in
c
ific
mple
2008
o
a
ll
ereaft
onitor
gin
ntinue
Spe
C
F
t
h
M
be
c
o
r
f
o
tion
s.
by
ie
i
l
l
ta
f
ith
w
e
d
ible
n
o
t
r
.
e
w
r
s
ight
ing
m
l
o
s
s
en
at
rs
n
e

p
me
o
ci
ove
ct
tic
o
ic
t
r
f
or
cel
Ste
e
s
pons
V
an
s
s
o
i
re
thle
onitor
mp
pe
I
ndividuals
R
Imple
A
D
A
spor
r
e
s
ponsibilit
M
co
be
the
Ch
d
r
an

r
's
ei
is
othe
h
d
r

g
c
t
ive
re t
r men
a
nd
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pus
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Appendix B: Sample Plan Format — Gender Issues
oal
a
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en
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to
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R
S
A
r
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.
P
3
1
71

a
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Appendix B: Sample Plan Format — Gender Issues
oal
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re
men
men
mal
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an
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P
14.
15.
72

ongoing
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f
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a
n
a
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ble
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ta
2008
2008
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in
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ting the
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e
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mple
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Spe
C
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a
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Appendix B: Sample Plan Format — Gender Issues
oal
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are
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ude
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ithin
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fem
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w
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in
an
a
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stude
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D
Mak
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P
16.
17.
73

C
Appendix
Sample Plan Format—Diversity Issues
The following illustrates means by which an institution can present the major components of a plan.
This example of one component is not meant to resemble an institution’s plan. Also, it is not required
that an institution follow the items in this example. An institution should formulate an original plan
that addresses its unique situations and issues.
74

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e
t
a
b
d
t
i
ng
que
a
r
i
m
e
r
k
ongoi
2008-09
an
ye
T
pl
of
ic
m
Wo
e
ar
.
o
a
nd
s
ubse
y
C
e
a
c
h
e
nt
ecif
a
r
s
i
on
ic
ye
l
u
ng
Sp
or
F
2008
em
e
qu
a
l
l
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e
a
c
h
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acad
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ubs
n
r
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r
;
r
;
to
to
to
i
l
.
l
s
for
i
c
e
r
s
i
t
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e
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ec
ec
tatio
an
ff
ir
i
ve
ir
ir
ounc
dua
bl
l
m
O
on.
en
D
s
;
u
s
D
si
D
D
C
vi
s
n
lty
H
e
t
;
of
l
u
s
s
s
l
em
ate
e
r
na
io
s
s
i
ons
;
e
n
ate
s
s
ponsi
acu
p
ci
tic
t
ic
ci
tic
t
i
c
e
p
Indi
e
l
e
I
nt
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nc
F
erat
c
e
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id
l
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l
e
R
I
m
s
o
dmi
s
ourc
s
o
e
ffi
d
e
d
t
hl
Ste
As
Ath
for
Op
A
Office
R
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a
n
Pr
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As
Ath
an
A
s
r
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an
f
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t
a
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a
n
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ff
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a
l
.
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o
ly
f
or
a
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ag
m
e
s
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i
o
f
or
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ice
in
nt
l
ith
numbe
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o
t
t
e
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a
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t
s
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l
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io
a
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h
e
n
ical
co
m
s
s
t
a
f
f
r
a
ct
e
me
a
nd
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to
r
k
a
ppl
p
en
progra
t
i
v
Inc
e
r
s
ity
of
e
ec
s
ourc
l
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ecif
l
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nd
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c
way
t
he
s
titu
g
s
ubmi
c
i
l
c
om
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ir
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v
al
s
s
n
e
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in
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d
Sp
e
ffe
a
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progra
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ir
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ill
i
p
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i
on
a
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n
e
nrol
s
h
nt
h
l
i
t
hi
a
r
e
h
to
c
oun
a
n
Appendix C: Sample Plan Format — Diversity Issues
c
h
w
l
t
s.
t
t
e
clu
p
t
t
l
u
A
tic
s
r
s
i
t
y
w
t
e
d
w
le
n
e
n
en
e
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opme
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m
en
e
n
e
e
t
o
hum
d
m
s
t
ude
t
e
rns
v
a
l
ua
a
nnua
t
c
o
m
c
onc
e
t
i
c
s
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s
th
i
ve
a
a
d
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n
t
m
p
a
nnua
stu
art
t
y
de
e
v
D
bi
th
r
s
i
t
y
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ar
it
e
re
e
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a
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l
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t
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ve
an
m
t
h
ear.
c
ompl
a
t
hl
Ste
ate
p
s
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n
ep
nt
l
l
y
of
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ep
m
y
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or
ci
o
n
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ity
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i
nori
s
.
di
d
a
t
t
y
o
s
ona
e
t
c
e
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s
co
s
ic
so
al
i
o
m
me
a
ch
s
e
se
e
n
n
ss
t
e
rm
in
ic
i
t
rt
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si
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tiv
f
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c
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s.
ic
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em
e
port
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c
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de
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l
et
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a
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l
et
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ul
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ter
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itia
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l
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d
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su
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in
a
d
t
o
f
o
ath
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ol
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profe
2.
in
3.
w
an
i
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team
1
ath
en
a
t
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acad
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t
he
pre
s
.
of
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t
a
f
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a
f
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f
le
a
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al
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th
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me
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l
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let
me
rs
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e
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emen
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Mea
c
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ng
a
th
creas
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et
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ri
r
pa
In
di
ath
de
c
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a
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o
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t
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of
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ng
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cifi
e
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e
f
t
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se
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u
s
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re
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ra
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s
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es.
o
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of
ic
me
Elem
itm
cr
rs
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s
t
ude
rt
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et
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et
ack
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ve
ach
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k
pa
r
actic
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recru
to
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admi
co
a
nd
ath
La
ath
de
p
t
en
Area
s
i
tm
i
ce
r
am
ng
g
ecru
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ri
r
act
r
o
R
H
P
P
.
3
4.
76

l
e
t
he
.
ng
nt
e
t
a
b
t
i
ng
que
i
m
e
r
k
ongoi
T
pl
ic
m
Wo
o
a
nd
s
ubse
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ecif
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r
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Sp
or
F
2008
a
l
l
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e
a
c
h
r
n
r
c
to
)
.
l
s
for
e
e
e
a
nd
ecto
tatio
rs
ir
d
ir
dua
bl
t
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en
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ms
an
D
i
a
nc
t
i
ons
vi
r
;
s
;
t
ra
s
t
ra
l
em
m
to
ate
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pe
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s
ponsi
p
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ci
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ompl
p
Indi
e
ec
P
lit
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O
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m
ir
so
si
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P
admi
(
D
As
for
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As
for
a
n
e
t
o
de
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i
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f
f
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n
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r
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ity
a
r
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m
.
a
nnua
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on’
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v
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wid
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s
houl
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s
.
d
n
e
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t
a
s
ie
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tio
s
progra
l
et
da
e
nt
c
h
c
he
s
t
i
t
ut
r
o
p
Appendix C: Sample Plan Format — Diversity Issues
A
i
n
with
c
e
c
oa
g
e
t
i
c
t-ath
s
s
.
s
titu
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t
m
t
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ly
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ms
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l
ua
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.
R
M
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ic
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forma
re
de
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f
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rmi
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i
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o
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progra
progra
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de
ma
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s
i
t
h
l
e
te
te
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e
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f
le
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le
ffi
r
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s
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or
g
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o
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th
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tio
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Mea
In
nori
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Enha
d
w
itu
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st
ve
1
r
e
ten
mi
stu
2.
r
e
ten
progra
stu
by
in
di
s
m
r
a
i
t
h
’
s
a
l
l
ts
g
s
)
i
n
w
n
r
o
en
e(
nt
p
rk
tio
f
or
o
s
u
s
n
w
t
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on
s
.
Is
tic
me
s
titu
ms
Elem
tio
nt
le
rt
unc
not
in
th
pa
e
A
de
r
e
ten
do
c
onj
th
progra
s
t
ude
Area
n
tio
r
am
g
ten
e
r
o
R
P
.
5
77

r
f
o
r
k
o
e
r
l
e
p
W
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e
e
t
a
b
th
onc
i
m
g
d
a
f
t
e
r
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T
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n
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tin
e
r
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p
th
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o
2009
e
r
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ng
st
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p
m
S
se
n
s
.
l
s
for
e
l
e
t
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c
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tatio
t
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dua
bl
en
s
t
s
for
of
-
A
e
rvi
s
vi
r
;
e
s
;
S
p
l
em
t
ic
t
o
t
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ponsi
p
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ic
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c
Ste
Indi
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an
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R
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m
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t
ude
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re
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re
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Dir
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a
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to
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f
for
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a
e
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t
is
i
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e-
l
for
e
r
n
for
v
m
ia
a
m
i
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m
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r
s
Go
ll
ecto
ll
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a
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mm
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c
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v
r
e
c
t
or
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e
c
t
or
le
e
o
r
o
ie
di
es
di
p
th
th
es
i
l
l
e
Appendix C: Sample Plan Format — Diversity Issues
c
h
ic
ic
v
progra
w
v
th
t
-
a
A
e
t
i
c
s
ith
s
e
t
i
c
s
f
e
n
ser
s
ser
o
t
o
w
i
c
e
nt
d
s
a
t
hl
te
s
e
s
.
a
t
hl
te
p
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ity
stu
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si
a
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s
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s
.
t
le
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s
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b
s
e
rv
Ste
s
t
ude
ba
e
r
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ity
t
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ly
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erv
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t
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a
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a
re
s
s
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t
a
n
in
A
e
n
e
n
pos
d
a
v
a
r
ter
C
nori
A
d
m
u
a
nnua
e
1.
stu
q
career
2.
mi
bi
3.
stu
th
all
a
nd
i
n
s
l
e
i
ces
i
t
h
te
s
w
ce.
r
ab
le
al
t
r
e
l
a
t
e
d
s
u
a
nd
s
erv
r
ity
a
th
t
i
on
career
offi
Go
en
ms
o
t-
s
l
op
in
u
es
Mea
l
em
c
m
e
n
unc
p
e
ve
p
career
r
d
D
im
progra
to
f
o
stu
c
onj
cam
s
e
rvi
n
d
es
ts
tio
a
n
s
)
ic
en
nt
e(
i
ca
n
s
s
u
s
erv
of
u
e
n
ic
me
m
e
rt
Elem
Is
c
k
c
e
.
m
t
w
l
et
pa
La
co
be
ath
de
career
offi
s
p
Area
r
s
hi
r
am
g
ne
r
o
a
rt
P
P
6.
78

r
f
o
r
k
o
l
e
W
a
nd
e
e
r
.
e
t
a
b
th
i
m
g
2008
T
i
n
e
r
e
a
ft
ic
l
e
tin
t
h
p
i
ng
ecif
m
ng
o
nn
Sp
C
e
gi
B
ongoi
n
s
l
s
for
e
tatio
n
t
o
f
f
ice
t
y
a
nd
dua
bl
en
in
tio
O
n
s
,
e
s
.
a
nd
vi
s
r
r
a
s
s
o
e
uni
m
u
i
l
s
t
a
f
f
l
l
y.
l
em
t
ic
t
o
th
uma
l
p
t
ic
a
t
e
Indi
s
ponsi
p
l
e
e
r
s
ity
l
e
or
e
e
c
llab
H
s
ourc
pport
m
alu
s
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m
e
r
ogra
ounc
p
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Dir
co
with
of
R
Equa
O
P
Ca
Div
Ath
C
s
e
ni
ev
a
nnua
Ste
t
he
a
a
t
e
s
s
a
nd
i
ng
s
n
s
s
t
a
ff
m
i
n
t
y
n
m
m
t
o
a
r
t
.
t
i
ve
l
a
c
he
c
a
s
:
ye
i
nori
a
t
i
on
c
m
c
o
e
f
fe
Go
huma
to
h
a
forma
e
progra
progra
f
mi
c
h
a
nd
ss
v
of
s
t
y
on
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s
uc
e
duc
a
de
s
s
e
c
e
e
l
op
s
taf
,
s
si
c
oa
.
a
f
f
a
Appendix C: Sample Plan Format — Diversity Issues
c
h
uni
v
d
a
c
t
y-
m
st
A
ffi
t
o
o
de
s
c
u
an
r
s
i
t
y
t
he
i
t
h
l
s
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t
o
e
s
ve
di
w
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s
t
h
opport
t
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e
f
a
c
ul
ode
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l
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t
y
d
progra
m
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t
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ch
a
bl
de
a
r
.
Ste
l
op
or
w
rsi
i
c
a
t
e
a
nnua
e
qua
c
o
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a
t
e
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u
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,
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r
ovi
e
d
f
o
P
t
hroughout
roundt
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me
t
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e
m
ac
mmun
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ua
p
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/
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of
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d
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b.
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Impl
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ourc
o
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d
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re
c
a
mpus
m
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s
t
a
r
t
3.
4.
an
w
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s
.
l
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n
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t
t
y
s
t
h
t
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r
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s
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p
of
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mmi
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in
c
Mea
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lo
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ie
es
f
f
s
u
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mode
progra
activ
sta
c
ommuni
a
bout
is
ts
nt
l
en
s
)
s
i
ca-
s
s
e(
n
me
u
i
t
y
s
u
t
ic
l
e
rt
ed
m
mode
rs
es.
Elem
Is
pa
m
a
ddre
ve
su
Ath
de
lack
co
t
i
on
t
o
di
is
a
nd
Area
s
m
e
s
s
)
.
iti
and
e
r
am
g
r
ogra
t
a
ff
ach
r
o
P
Activ
(s
co
P
7.
79

r
f
o
r
k
o
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80

Appendix
Requir
D
ements for Institutional
Plans for Improvement
In an effort to provide more specific direction to institutions and peer-review teams, the following
information outlines the expectations of the NCAA Division I Committee on Athletics Certification
regarding all institutional plans for improvement. Institutional plans for improvement are required
when an institution is not in conformity with a specific operating principle.
Additionally, plans for improvement are required for the gender-issues and diversity-issues operat-
ing principles. Written institutional plans communicate an institution’s current commitment, provide
benchmarks to assess progress and also serve as records that ensure institutions’ continued com-
mitments.
Required Elements of the Plans.
Institutional plans must include the following requirements:
1. Issues/Problems. Each plan must include identification of issues or problems confronting the
institution.
2. Measurable Goals. Each plan must include the measurable goals the institution intends to
achieve to address issues or problems.
3. Steps to Achieve the Goals. Each plan must include the steps the institution will take to achieve
the goals.
4. Specific Timetable(s). Each plan must include a specific timetable(s) for completing the work.
5. Individuals/Offices Responsible for Carrying out the Specific Actions. Each plan must iden-
tify the individuals and/or offices responsible for carrying out the actions identified by the institu-
tion.
Further, institutional plans for improvement must meet the following requirements:
1. Stand Alone and in Writing. Each plan shall be committed to paper and be a stand-alone doc-
ument.
2. Broad-Based Campus Participation. Each plan shall be developed with opportunities for sig-
nificant input from appropriate constituent groups inside and outside of athletics.
3. Institutional Approval. Each plan must be adopted formally by the institution’s final authority in
such matters to ensure that it carries the commitment and support of the entire institution. If
funding is needed for a plan element, approval of the plan by the appropriate institutional author-
ity signifies the institution’s commitment to fund the plan.
81

Requirements for Institutional Plans for Improvement
Sample Formats for Plans.
A sample format for plans for improvement can be found in the Athletics Certification Self-Study
Instrument. The sample plans are intended to serve as examples of plans containing all required
elements and are laid out in an easy-to-read manner. The samples are provided only as illustrations
of plans containing the required elements, as is required by the Athletics Certification System. As
an institution develops its plans, it should ensure that it addresses the situations and issues unique
to the institution.
Additional Consideration for Gender-Issues and Diversity-Issues Plans.
The committee reminds the institution that plans for improvement must extend at least five years into
the future and be active at all times. If a plan for improvement concludes before the commence-
ment of the institution’s next self-study, the institution is expected to create a new five-year plan for
improvement, even if each of the actions in the institution’s original plan is continuing. The institu-
tion must develop a new five-year plan that will maintain conformity with the applicable operating
principle. Please note that all institutional plans for improvement must contain all eight of the com-
mittee’s required elements.
In addition, the committee takes the position that an institution-wide plan for addressing diversity
issues may serve as the basic framework for addressing diversity opportunities in the athletics pro-
gram. However, the institution must amend the institution-wide affirmative action plan to include
specific references to intercollegiate athletics.
An institution-wide affirmative action plan is acceptable for meeting the requirements of Operating
Principle 3.2 (diversity issues) only if it:
1. Specifically references, in the plan or in a separate document, the intercollegiate athletics pro-
gram.
2. Addresses diversity opportunities and needs for student-athletes and athletics department
personnel.
3. Satisfies the committee’s minimum expectations for a plan. (See Required Elements of the
Plans on the previous page.)
82

Appendix
Helpful Hints for Gender
E
-Issues and
Diversity-Issues Plans for Improvement
1. Example of measurable goals versus vague goals.
a. Measurable goal: To provide comparable quality apparel to women’s soccer, women’s golf and
women’s gymnastics to reflect conference comparable sports (men’s soccer, men’s golf and
men’s gymnastics).
b.Nonmeasurable goal: To enhance equipment and supplies for women’s athletics teams.
2. Example of specific steps versus plan-to-plan steps.
a. Specific step (to achieve measurable goal): Athletics department will offer internships to minor-
ity students and will provide professional development programs for minority students.
b.Nonspecific step or plan-to-plan step: Assess whether or not athletics department can create
development programs for minority students.
3. Example of specific timelines.
a. Specific timeline: One additional support staff for women’s soccer will be hired during the next
two academic years (2009-11). Two additional support staff for all other women’s sports will
be added during the 2009-10 academic year.
b.Nonspecific timeline: Three support staff will be hired as the budget permits.
4. Ensure all 17 program areas for gender equity and nine program areas for diversity issues are
addressed before submission.
5. If there is a deficiency identified in the program area evaluation, include the deficiency as an issue
within the stand-alone gender-issues or diversity-issues plan. Then, rectify the deficiency with
measurable goals and steps to achieve the goals as outlined above.
6. If there is NOT a deficiency identified in the program area evaluation, the measurable goal should
indicate that there will be an effort to maintain the current state in the program area and the spe-
cific steps should reflect how to achieve the maintenance.
83

Appendix
Documents to be A
F
vailable for
Peer-Review Team Visit
Operating Principle 1.1
• Minutes of athletics board or committee meetings.
• Composition of the institution’s governing board (including titles and positions).
• Minutes of the institution’s governing board meetings (Please flag those that relate to the ath-
letics program or athletics interests).
• Published policies of the institution’s governing board that relate to the athletics program or ath-
letics interests.
• Institutional organizational chart.
• Athletics department organizational chart.
• List of athletics booster organizations and their officers.
• Description of athletics booster group policies and procedures (e.g., constitution and bylaws).
Operating Principle 1.2
• Job descriptions for individuals inside the athletics department and individuals outside the ath-
letics department who are involved in rules-compliance activities.
• Contracts or letters of appointment for individuals inside the athletics department and individ-
uals outside the athletics department who are involved in rules-compliance activities.
• Performance evaluation criteria for individuals inside the athletics department and individuals
outside the athletics department who are involved in rules-compliance activities.
• Rules compliance policies and procedures for all of the following areas: initial-eligibility certifi-
cation, continuing-eligibility certification, transfer-eligibility certification, NCAA Division I
Academic Performance Program, financial aid administration, recruiting, camps and clinics,
investigations and self-reporting of rules violations, rules education, extra benefits, playing and
practice seasons, student-athlete employment, and amateurism.
• Documentation required by the institution to maintain compliance with NCAA rules (e.g., com-
pliance manual, samples of recruiting logs, sample of eligibility files).
• Documentation related to secondary rules violations for the last three years and the institution-
al response to these violations.
• Conference manual.
84

Documents to be available for peer-review team visit
• Athletics department policies and procedures manual.
• Documentation related to the rules education program for boosters, student-athletes, athletics
department staff, coaches, faculty and institutional staff outside the athletics department (e.g.,
meeting agendas).
Operating Principle 2.1
• Most recent Federal Graduation Rates report.
• Most recent Academic Progress Rate report.
• Most recent Graduation Success Rate report.
• Most recent institutional catalog and/or bulletin.
• Institution’s standard or regular, published entrance requirements, including the provisions
under which students may be admitted by special exception to the institution’s standard or nor-
mal entrance requirements.
• Information regularly reported to the chancellor or president, faculty senate or director of ath-
letics concerning the academic performances of sports teams (if any).
• A random sampling of student-athlete eligibility files (including, when appropriate, final high
school transcripts, high schools’ lists of approved core courses and final certification reports,
verification of standardized test scores, NCAA student-athlete statements, institutional tran-
scripts, and transfer documentation).
• Athletics department manual and/or policies and procedures.
• Student-athlete handbook.
• Institutional handbook for students.
• Scheduling policies.
• Missed class policies.
Operating Principle 3.1
• Documentation assessing the institution’s goals and actions regarding Title IX (if applicable).
• Equity in Athletics Disclosure Act survey forms and worksheets. [Please note: For confidentiality
85

Documents to be available for peer-review team visit
purposes, the committee will permit an institution to provide the EADA worksheets with salary
information in the form of a percentage.]
• NCAA financial reports for the three most recent academic years.
Operating Principle 3.2
• Written statements that address diversity (e.g., vision statements, mission statements, diversi-
ty statements, policies, plans).
• Written policies related to hiring policies and procedures, including any policies related to the
use of outside firms (e.g., search firms).
• Written or published information related to the recruitment and retention of diverse staff, coach-
es and student-athletes.
• Written or published information related to programs and activities for staff, coaches and
student-athletes.
Operating Principle 3.3
• Facilities schedules for practice and competition.
• Sports schedules.
• Institution’s student-athlete handbook or, if no such handbook exists, institution’s method(s) for
conveying athletics policies and procedures to student-athletes.
• Compilation of results from student-athlete exit interviews.
• Institution’s and/or athletics department’s written grievance and/or appeal procedures available
to student-athletes in areas mandated by NCAA legislation and in other areas.
• Athletic training policies.
• Sports medicine policies.
• Emergency medical plans for practices, contests, strength training, skills sessions and out-of-
season workouts.
• Travel policies (e.g., road travel; air travel, including charter policies; driver selection; training;
privately owned vehicles).
86

Document Outline

2008-09 NCAA� Division I Athletics Certification Self-Study Instrument
- Note to the reader
- Table of Contents
- Introduction to Self-Study Report
- Governance and Commitment to Rules Compliance
  - Operating Principle 1.1
  - Operating Principle 1.2
- Academic Integrity
  - Operating Principle 2.1
  - Operating Principle 2.2
  - Attachment No. 1: Charts
  - Table No. 1 ACT/SAT Conversion Chart
- Gender/Diversity Issues and Student-Athlete Well-Being
  - Operating Principle 3.1
  - Operating Principle 3.2
  - Operating Principle 3.3
  - Attachment No. 1: Charts
  - Attachment No. 2: Program areas to be reviewed for Gender Issues
  - Attachment No. 3: Program areas to be reviewed for Diversity Issues
  - Attachment No. 4: Program areas to be reviewed for Student-AthleteWell-Being Issues
- Appendixes
  - Appendix A - Sample Plan Format�Rules Compliance
  - Appendix B - Sample Plan Format�Gender Issues
  - Appendix C - Sample Plan Format�Diversity Issues
  - Appendix D - Requirements for Institutional Plans for Improvement
  - Appendix E - Helpful Hints for Gender-Issues and Diversity-Issues Plans for Improvement
  - Appendix F - Documents to be Available for Peer-Review Team Visit