ࡱ>  -bjbjO O 7|-a-a]%&>>>>>RRR8FRa=("======= ?A=>=>>=>>==205+ϲ=3<1=0a=3BRB405B>05==qa=B : Boston College Athletics Advisory Board Annual Report, 2012-13 This Report is intended to summarize for the University community both the major developments related to Boston Colleges intercollegiate athletics program and the Athletics Advisory Boards (AAB) activities during the preceding academic year. 1. The Years Academic and Athletic Highlights A. ACC Academic Collaboration The Inter-Institutional Academic Collaborative among Atlantic Coast Conference Universities (ACCIAC) sponsored its seventh year of initiatives, with full participation by ȵ㱬 students. The ACCIAC currently makes available each year scholarship help for two students per member school for summer study abroad and four scholarships per member school for semester or academic year study abroad. The eighth annual Meeting of the Minds conference, designed to showcase undergraduate research at member institutions, was held at Wake Forest University, April 4-6, 2013 Six ȵ㱬 students were chosen this year to present original work on topics that included Italian literature, synthetic metamaterials, German history, bioethics, bioorganic chemistry and consumer choice. Each year in the spring semester, teams of six student leaders each from the ACC member schools participate in a Student Leadership Symposium, aimed at sharing knowledge and information on a specific social topic. This past year, the symposium was hosted by Boston College on April 5 -7, 2013, and focused on global sustainability education. B. Academic Achievements of Individual ȵ㱬 Student-Athletes Several ȵ㱬 student-athletes were recognized this year for their academic and athletic achievements and their potential for future graduate study. Ina Kauppila (W Tennis), Jillian King (W Track) and Marty Long (M Swimming) were awarded ACC Postgraduate Scholarships for distinguished achievement in academics, athletics and community service. They were honored at the annual ACC Scholarship Banquet in Greensboro, NC in April. Forty ȵ㱬 student-athletes were named to the ACC All-Academic teams in their sports, and 391 ȵ㱬 student-athletes were named to the ACCs Academic Honor Roll for maintaining a grade point average of 3.0 or better for the entire academic year. C. NCAA Measures of Student-Athlete Academic Progress The National Collegiate Athletic Association (NCAA) continues to use two measures of academic achievement as part of its Academic Performance Program (APP). These are the Academic Progress Rate (APR) and the Graduation Success Rate (GSR), and they are applied at each NCAA Division I member school for all student-athletes who receive athletically-related financial aid. The APR looks at the eligibility, retention and graduation of all athletically-aided student-athletes (and, for teams that do not award athletic aid, all recruited student-athletes). The APR awards 1 point for each student-athlete who is academically eligible to compete in the next semester and an additional point if that student-athlete returns to school for the next semester. For the academic year, therefore, each student-athlete could receive a maximum of four points for the fall and spring semesters. The APR compares the total number of points actually received in a given year to the maximum total points. The primary use of the APR measure is on a team-by-team, rather than an overall institutional basis. The NCAA has imposed a cutoff APR of 925 (i.e., 92.5% of the maximum total points), and any school with a team whose four-year average APR falls below that level in its sport may be subject to penalties in the form of reduction of the maximum allowable financial aid for that sport, or in some cases ineligibility for postseason competition. Based on the most recent data, none of ȵ㱬ڒs teams were subject to these penalties. In addition, 13 of ȵ㱬ڒs teams received public recognition from the NCAA for having an APR among the top 10% of Division I institutions sponsoring that sport. Further details can be found on the NCAA Web site:  HYPERLINK "http://www.ncaa.org" www.ncaa.org, under Academic Reform. The second measure of academic performance used by the NCAA is the Graduation Success Rate (GSR), which measures the percentage of student-athletes entering an institution who graduate from that institution, excluding students who transfer to another institution while still academically eligible to compete at their initial institution. The latest data available cover students entering college in 2002, 03, 04 and 05. For Boston College student-athletes overall, the four-class average GSR was 97%, compared to a GSR of 81% for all Division I institutions combined. Nineteen of the varsity sports that ȵ㱬 currently sponsors achieved the highest possible GSR of 100%. Further details on graduation rates for individual sports and other NCAA schools can be found at  HYPERLINK "http://www.ncaa.org" www.ncaa.org, under Academic Reform. D. Student-Athlete Community Service Annually, most ȵ㱬 student-athletes take part in any of a large number of community service activities, organized through ȵ㱬ڒs Student-Athlete Advisory Committee (SAAC). These include visiting the Franciscan Childrens Hospital, volunteering at the Greater Boston Food Bank, reading to young students through the Help Educate through Athletic Responsibility (HEAR) program, and corresponding with young students through the Pen Pal program. For the fifth year, 22 ȵ㱬 student-athletes were chosen to participate in a 7-day service trip to New Orleans to help with the continuing rebuilding effort following Hurricane Katrina. E. Athletic Program Highlights ȵ㱬 teams achieved considerable success on the playing field during the past year. In the fall, womens soccer was selected for the NCAA tournament for the 10th consecutive year, and they advanced to the second round. Senior Kristen Mewis became ȵ㱬ڒs all-time leading scorer, and was named first-team All-American by the National Soccer Coaches Association of America (NSCAA). Mens Soccer was selected for the NCAA tournament for the 6th consecutive year. In the winter, the mens ice hockey team won its fourth consecutive Beanpot championship and was selected for the NCAA tournament for the 14th time in the last 16 years. Sophomore Johnny Gaudreau and senior Steven Whitney earned American Hockey Coaches Association (AHCA) first-team All-American honors, and Gaudreau was named Hockey East Player of the Year. Senior Pat Mullane was named male Eagle of the Year. The womens ice hockey team won a school-record 27 games and advanced to the Frozen Four in the NCAA tournament for the third consecutive year. Sophomore Alex Carpenter was the Hockey East Scoring Champion, while senior Corinne Boyles was the Hockey East Goaltender Champion. In the spring, senior Jillian King was named female Eagle of the Year and earned bids to both the NCAA Indoor Track and Field Championships and the NCAA Outdoor Track and Field East Regional. Lacrosse tied a school record with 12 wins and made its second-ever NCAA tournament appearance. Sophomores Mikaela Rix and Covie Stanwick both earned second-team All-American honors from the Intercollegiate Womens Lacrosse Coaches Association (IWLCA). Stanwick scored a school-record 65 goals for the season. 2. AAB Activities during 2012-13 A. AAB Monthly Meetings The AABs monthly meetings this year centered on three primary issues: (1) the process of filling key positions in Athletics and adjustment to new athletic initiatives, (2) class scheduling difficulties encountered by student-athletes, and (3) the overall experience of ȵ㱬 student-athletes and their relationships with the larger ȵ㱬 community. The AAB heard a variety of perspectives on these issues, including those of coaches, student-athletes, and university administrators. Our guests this year included six members of the ȵ㱬 Student-Athlete Advisory Committee (SAAC); ȵ㱬 Director of Athletics Brad Bates; Head Coaches Tom Groden (M&W Swimming), Drew Kayser (M&W Golf) and Ashley Obrest (Softball); Learning Resources for Student-Athletes (LRSA) Director Dard Miller and Assistant Directors Lee Metzger and Clare Turkington; and ȵ㱬 Vice President for Human Resources Leo Sullivan. At our first meeting in September, AAB Chair Bob Taggart updated the group on two recent developments: the retirement of ȵ㱬 Athletics Director (AD) Gene DeFilippo and the search process for a new AD, and the admission of the University of Notre Dame to the Atlantic Coast Conference in all sports except football. He also summarized the NCAAs ongoing efforts to revise and simplify its rules. The group then talked about possible future meeting topics and guests. Our October meeting was attended by six members of ȵ㱬ڒs Student-Athlete Advisory Committee (SAAC), representing six different varsity sports. Topics covered included class scheduling and academic advising, career advising and placement, and the overall student-athlete experience at ȵ㱬. As in years past, the student-athletes cited the difficulty of balancing practice and competition schedules with the course requirements for different schools and majors. One of them had shifted out of a planned major because of these difficulties. They expressed the wish that ȵ㱬 would adopt some form of priority course registration for student-athletes. At the same time, however, one SAAC member who was enrolled in the Connell School of Nursing said that an associate dean had been especially helpful in working around course scheduling problems. The student-athletes also cited similar scheduling difficulties in attending Career Center events and obtaining career advice. They hoped that more could be done to emphasize to student-athletes the importance of starting early in thinking about future careers and that greater use might be made of ȵ㱬 alumni who had themselves been student-athletes. They also noted the efforts of ȵ㱬 Director of Student-Athlete Development Alison Quandt to offer career advice and to arrange career preparation events. In discussing their overall experience, the student-athletes said that their very full schedules made it difficult to participate in the full range of extra- or co-curricular activities available at ȵ㱬, but they were generally enthusiastic about their ȵ㱬 experience, and they expressed gratitude for the support network available at ȵ㱬. In particular, two international SAAC members cited the help they had received from both faculty and support service offices in acclimating them to taking classes in English for the first time and adjusting to life in a different country. The guest at our November meeting was newly-appointed Athletics Director Brad Bates. Immediately prior to joining ȵ㱬, Brad had served for nearly ten years as AD at Miami University in Ohio. He stated his belief that a university athletics program can justify its existence only if it serves and supports the universitys broader educational mission. The experience of being part of a team that works together and strives for success, he believes, is at the heart of the educational component of college sports. Brad said he believes ȵ㱬 offers students an unusual combination of attractive attributes: it is a highly-rated academic institution that offers the Jesuit educational tradition, participation in college athletics at the highest level and a location in a great metropolitan area. He said that specific challenges include providing the resources to support a large and diverse athletic program, developing a resource allocation plan based on appropriate expectations for each sport and promoting ȵ㱬 sports as an attractive entertainment option in an area already offers numerous attractions. He also emphasized the importance of offering a full range of academic opportunities for student-athletes, including more options for study abroad, and increased career preparation and networking opportunities. Brad said that one of his first major projects would be the development of a strategic plan for the Athletics Department that would include input from around the campus. The December meeting was devoted to a conversation with ȵ㱬 Head Coaches Tom Groden (M&W Swimming and Diving), Drew Kayser (M&W Golf) and Ashley Obrest (Softball). Tom and Drew were asked if coaching both mens and womens teams posed any special challenges. They argued that having both teams together affords a wider team support network, and Tom said that swimmers are used to having males and females combined for practices and meets from their pre-college days. In golf, however, mens and womens tournaments are held separately, so this creates some challenges for the coaching staff when part of the combined team is away at a tournament, while the rest of the team remains at home to practice. All three coaches were asked about the kinds of questions they typically receive from parents of recruits. They said there were no questions they preferred to avoid, as it is best for everyone to be as well-informed as possible about what ȵ㱬 has to offer. Ashley said that softball parents are accustomed to extensive travel and competition schedules and often ask about the resources ȵ㱬 offers for academic support. The coaches were then asked about the challenges that their student-athletes face because of classes missed for competition. Golf offers the challenge that tournaments are typically held over several consecutive days, while softball entails frequent competition and travel. All three coaches emphasized the importance of student-athletes talking to their professors as early as possible to explain any necessary absences from class and try to make a plan for missed exams or assignments. They said they believe faculty members generally try to be accommodating, providing student-athletes do not wait until the last minute. The coaches also said they believe most course scheduling issues can be worked around without student-athletes being given priority registration. They expressed the concern that priority registration might lead to resentment from non-athlete students. Finally, the coaches were asked about student-athlete isolation from the rest of the student body, but they said that ȵ㱬 already makes more of an effort to mix student-athletes with non-athletes than most schools do. They also noted that there is a natural tendency for students to coalesce around shared interests and that this applies whether that common interest is a particular sport or a non-athletic interest such as music, theater or science. The AAB held its annual review of practice and competition schedules for the various teams at the February meeting. Prior to this meeting, AAB members identify those class time blocks (e.g., Monday-Wednesday-Friday at 8, 9, 10 and 11 AM or 12, 1, 2, 3, and 4 PM or Tuesday-Thursday at 9 and 10:30 AM and 12, 1:30 and 3 PM) that a given teams practice schedule leaves open for taking classes. Available class time blocks are then compared to the teams competition schedule to see which class time blocks would entail less than two full weeks of missed class (e.g., 5 or fewer missed classes in a Monday-Wednesday-Friday time block or 3 or fewer missed classes in a Tuesday-Thursday time block). Some sports tend to pose class scheduling challenges for student-athletes every year, primarily because of a large number of contests in the sport and frequent travel. These include volleyball in the fall, and baseball and softball in the spring. These challenges are mitigated somewhat by the fact that competition in each of these sports occurs entirely during one semester, leaving the other semester for team members to pick up needed classes they may have had to forgo during the competition semester. Other sports tend to pose greater class scheduling challenges in some years than others, depending on the details of practice and competition schedules in a particular year. This past year, a number of the sports that have posed class scheduling challenges in selected prior years had more favorable travel schedules that eased these challenges somewhat. These included womens basketball, mens and womens golf, womens ice hockey, lacrosse, mens and womens soccer, mens and womens tennis and mens and womens track. AAB members also noted that increasing numbers of ȵ㱬 classes are offered in nontraditional time blocks (e.g. once per week in the late afternoon or evening). Some of these time blocks afford additional flexibility to student-athletes trying to balance class scheduling with their practice and competition schedules. In addition, some of the teams attempt to afford class scheduling flexibility by alternating practice schedules. For example, mens and womens golf has morning practice in the fall, but afternoon practice in the spring, while mens and womens basketball trade practice times between Monday-Wednesday-Friday and Tuesday-Thursday. The AABs March meeting was hosted in the Learning Resources for Student-Athletes (LRSA) offices in the Yawkey Center by LRSA Director Dard Miller and Assistant Directors Lee Metzger and Clare Turkington. Dard updated the AAB on two new developments. First, the Athletics Department has agreed to provide financial support for a pilot program in which seven ȵ㱬 student-athletes, from the sports of ice hockey, lacrosse and track, are to participate in ȵ㱬-sponsored study abroad programs during the summer of 2013. The participating students will be surveyed about their experiences, and it is hoped that the program can be expanded in the future. Second, a new six-week summer academic program has been designed by ȵ㱬ڒs Division of University Mission and Ministry, the Center for Student Formation and the Department of Theology and is to be offered on a pilot basis during the summer of 2013. The six-week format, beginning in mid-June and running through early August, is intended primarily to meet the needs of football student-athletes, although the program is open to all ȵ㱬 students. Under NCAA rules, student-athletes who remain at ȵ㱬 during the summer for conditioning and practice must be registered for classes in order to receive scholarship aid. Previously, this has entailed football team members being registered for both summer sessions, beginning just before Commencement. Between these two sessions and pre-season training camp, beginning in early August, this left no opportunity for many players to spend some time off at home. In this first year, the new program is offering instruction in the Jesuit tradition and its role in ȵ㱬 education, plus an experiential service component. If the pilot program is successful, future components covering leadership and career exploration will be added so that ultimately players will take all three components as they enter their sophomore, junior and senior years, respectively. At the conclusion of the meeting, AAB members were given a tour of the LRSA facilities and were invited to stop by and conduct observations of study hall and tutoring sessions during the school year. The guest at our April meeting was ȵ㱬 Vice President for Human Resources Leo Sullivan. ȵ㱬 made two major Athletics appointments during the fall of 2012, Athletics Director Brad Bates and Head Football Coach Steve Addazio, and Leo was asked to describe the general nature of the process followed in making such hires. He said that the first step in preparing for any major appointment around the University is to do an assessment of the key short-term and long-term issues the new individual will face and the key attributes and experience the new individual should possess. Based on that assessment, a job description and statement of qualifications is prepared. An important decision in assembling a pool of candidates is whether or not to employ a search firm, but for both of ȵ㱬ڒs appointments the need to move expeditiously weighed against taking the time that a search firm would need to familiarize itself with the position and the institution. Instead, consultation was conducted, in the case of the AD search, with ADs and Commissioners from comparable schools and conferences around the country as well as with selected ȵ㱬 alumni. Preliminary lists were culled through telephone and in-person interviews, a smaller group of candidates met with a Search Committee and with Fr. Leahy, and finalist candidates were then brought to campus to meet with Fr. Leahy once again and, in the case of the AD search, with selected members of the ȵ㱬 Board of Trustees. Leo was asked if familiarity with ȵ㱬ڒs Jesuit, Catholic tradition had been a factor in the new hires, and he said that Fr. Leahy had emphasized the importance of fit with the heritage and mission of Boston College. Asked about the role of pressure from alumni, particularly in the case of coaching hires, Leo said that it is important not to be overly influenced by short-term perceptions of team success. Graduation rates, the overall experience of team members and program integrity are also essential factors. One additional meeting was originally scheduled for April 19 with Steve Novak, Director of Athletic Development, as our guest. However, the meeting had to be canceled, as ȵ㱬 was unexpectedly closed that day during the police search for the Marathon bombing suspect. This meeting will be rescheduled for some time during the coming academic year. B. Committee Composition At the beginning of the year, the AAB welcomed newly-elected member Richard Jackson (LSOE). At the end of the academic year, Kathy Bailey (Political Science) and Richard Albert (LAW) completed their elected terms on the Board. Kathy Bailey was reelected to a second three-year term during the year, and Michael Cassidy (LAW) was elected to a new three-year term, beginning June 2013. Please feel free to seek out any AAB member with questions and concerns you may have. One of the Boards primary functions is to serve as a channel for communication between the academic and athletic programs, and we are always open to your questions or other input. The Athletics Advisory Board, 2012-13: Richard Albert (Law) Kathleen Bailey (Political Science) Donald Fishman (Communication) Jessica Greene (Institutional Research) Burton Howell (Intersections) Richard Jackson (LSOE) William Keane (Mathematics) Robert Murphy (Economics) Edward Taylor (CSOM) Robert Taggart (CSOM, AAB Chair and Faculty Athletics Representative) Attachment A, AAB Annual Report 12-13 Minutes of the Athletics Advisory Board Meeting September 28, 2012 2:30-3:15 PM Fulton Hall 412 Members present: Richard Albert, Kathy Bailey, Don Fishman, Jessica Greene, Richard Jackson, Bill Keane, Bob Murphy, Bob Taggart, Ed Taylor Members absent: Burt Howell The meeting was devoted to updates on recent developments in Athletics and to potential Athletics Advisory Board (AAB) meeting topics and guests for the coming year. A. Updates from Athletics Bob Taggart began the meeting by summarizing some recent developments in athletics at ȵ㱬, at the Atlantic Coast Conference (ACC) and at the national level. At ȵ㱬, the major development has been the September 30 retirement of long-time Athletics Director (AD) Gene DeFilippo. Bob gave a brief update on the search process for a new AD, ongoing as of the time of the meeting. At the Conference level, the major new development was the admission of Notre Dame to the ACC for all sports other than football. In football, Notre Dame has also agreed to play games against five ACC opponents each year on a rotating basis. The addition of Notre Dame, Pittsburgh and Syracuse to the conference will pose important travel and missed class issues in sports with frequent competition, especially baseball, softball and volleyball, and Bob described the ACCs plans to devote significant meeting time in the coming year to planning for these challenges. At the national level, Bob described the NCAAs efforts to revise and simplify its rules and enforcement process. NCAA President Mark Emmert has formed several Working Groups to examine such issues as Rules, Enforcement and Student-Athlete Welfare. One result that has emerged from this initiative thus far has been giving member schools the ability to offer student-athletes scholarship contracts of more than one years duration. Previously, schools were allowed only to offer one-year scholarships, renewable each year by joint agreement of both the school and the student-athlete. Another initiative that originated outside the Working Group process has been the increase in academic standards for initial eligibility of incoming student-athletes. Currently, the new standards are scheduled to go into effect for college freshmen entering in the fall of 2016, which will affect student-athletes who are currently freshmen in high school. B. Future Meeting Topics The discussion then turned to possible meeting topics for the coming year. The group agreed that several of our annual meeting topics should be continued again this year. These include a visit from representatives of the ȵ㱬 Student-Athlete Advisory Committee (SAAC), a meeting with the head coaches of two or more varsity sports, a meeting to analyze practice and competition schedules for each varsity sport with an eye toward missed class time and ease of student-athlete class scheduling, and a meeting with the new Director of Athletics once the new person has assumed the job. In the previous two years, Assistant Athletics Director for Facilities Joe Shirley has given AAB members tours of the Conte Forum, Alumni Stadium and Yawkey Center (2010) and the Newton Campus (2011) athletics facilities. It was agreed that we might schedule an optional tour this fall, outside the regular AAB meeting time, for those AAB members who missed the 2010 tour and would like to see Conte Forum and adjacent facilities. Bob also mentioned that Associate Provost for Undergraduate Academic Affairs Donald Hafner had told him this summer of a committee he is forming to conduct a survey of student-athletes on the ease of class scheduling feasibility of certain majors in the different sports. Don suggested that the group might like to meet with the AAB to get some help in designing the survey. Suggestions for two other possible meeting topics included a meeting with the Athletic Development staff and a spring semester meeting with Learning Resources for Student-Athletes (LRSA) Director Dard Miller and selected members of her staff. The best dates for upcoming AAB meetings appeared to be Friday, October 26 and Friday, November 16, with a possible additional fall meeting on one of the fall semester study days, Tuesday, December 11 or Wednesday, December 12. Bob agreed to begin working on lining up guests for these dates. Attachment B, AAB Annual Report 12-13 Minutes of the Athletics Advisory Board Meeting Friday, October 26, 2012 2:30 3:45 PM Fulton Hall 524 Present: Richard Albert, Kathy Bailey, Jessica Greene, Burt Howell, Richard Jackson, Bill Keane, Bob Murphy, Bob Taggart, Ed Taylor Absent: Don Fishman Guests: Representatives from the ȵ㱬 Student-Athlete Advisory Committee (SAAC) The meeting was devoted to a discussion with six SAAC representatives from the sports of mens fencing, womens ice hockey, womens skiing, mens soccer, softball and womens tennis. Four of the student-athletes are in the College of Arts and Sciences, majoring in Communication and Economics, History and Studio Art, International Studies, and International Studies and Political Science, respectively, and two are in the Connell School of Nursing. The student-athletes began by describing their overall experience at ȵ㱬. They were generally enthusiastic about that experience, despite the challenges that all student-athletes face. They expressed gratitude for the support network available at ȵ㱬 for meeting those challenges. One of the nursing students had been helped especially by her dean in arranging her academic schedule. Two of the SAAC representatives came to ȵ㱬 from foreign countries, with no previous experience taking classes taught in English, and they had found faculty members and others from support service offices helpful in getting acclimated. Following these introductory comments, the discussion then ranged over a variety of topics in response to questions from Athletics Advisory Board (AAB) members. A. Class Scheduling The SAAC members were asked if they had had difficulty scheduling the classes they needed for their majors or programs, and all of them had faced some challenges. One came to ȵ㱬 intending to major in psychology, but switched to economics and communication because of the difficulty of balancing needed psychology courses with practice and competition schedules. One of the nursing students said that there were originally two other nursing student-athletes in her class but that both had switched to other programs because of scheduling difficulties. Asked if they would recommend any changes to help remedy these difficulties, the SAAC members thought that ȵ㱬 should offer some form of priority registration for student-athletes. They said that fitting in all of their required courses around their practice and competition schedules was difficult enough without also facing the risk of being closed out of classes. The SAAC members also recommended that the various departments offer more variety in their class scheduling (e.g., sections offered at different times of the day or a morning section one semester and an afternoon section in the other semester), especially for required courses. Classes that are offered only in a particular time slot both semesters can pose challenges in working around practice schedules. B. ȵ㱬 Dining Services The SAAC members were asked if they knew of procedures or services at peer schools that they wished were in place at ȵ㱬. Several mentioned longer food service hours and greater variety of offerings available for student-athletes at some other schools they knew about. They mentioned that, because of its location near Conte Forum, Hillside Caf is a particularly convenient spot to get food quickly between classes and practice. This year, however, apparently in an effort to alleviate crowds at Hillside, Dining Services has stopped accepting meal plans at Hillside. As a result, this has effectively closed out Hillside as an option for scholarship student-athletes whose food is provided through a meal plan. In addition, certain quick snack items, such as yogurt, have been moved this year from the regular sections of the dining halls to On The Fly mini marts, which also do not accept meal plans. In some sports, late afternoon and evening practice schedules do not get student-athletes out in time to get to the regular dining halls before they close, and the student-athletes expressed the view that The Loft @ Addies, which has longer hours, offers insufficient healthy food options. C. Career Advising and Placement The student-athletes were asked if they received enough help in finding jobs for after graduation. While their schedules can make it difficult to attend Career Center events, they said that Director of Student-Athlete Development Alison Quandt has been very helpful in encouraging them to start thinking earlier about careers, in offering rsum preparation advice and in offering programs on business etiquette and financial literacy. They also said that Alison has helped arrange some additional Career Fair hours, geared to student-athlete schedules. Some of the SAAC members felt that student-athletes could use further encouragement about the importance of starting to think about careers before their junior and senior years and about the importance of networking. Some also felt that connections to the network of alumni student-athletes could be improved, although they did appreciate initiatives such as the Eagle-to-Eagle events for women. One AAB member suggested the ȵ㱬 Alumni Association could help them set up a student-athlete alumni affinity group. SAAC members have also approached the ȵ㱬 Athletic Development Office about possibly arranging a networking opportunity with Flynn Fund donors. D. Student-Athletes and Extra- or Co-Curricular Activities The question arose of whether student-athletes have sufficient opportunity to engage in other activities, such as retreats or study abroad. Most felt that study abroad was not a realistic option, given their year-round practice and training schedules. Scheduling can also make retreats difficult, although they did cite a student-athlete leadership retreat organized by former AAB member Mike Sacco, Director of the Center for Student Formation. The SAAC members were asked if their coaches restrict participation in extra-curricular activities. One cited a ban on participation in intramural sports because of injury concerns. Others said that most coaches do not overtly discourage specific extra-curricular activities, but do expect team members to attend scheduled practices, and this in turn limits the extra-curricular activities that might be feasible. One SAAC member did say that student-athletes are generally discouraged from living off-campus, an experience that some of them might like to have. E. Academic and LRSA Advisors The student-athletes were asked about their relative use of academic advisors and Learning Resources for Student-Athletes (LRSA) counselors. Their responses were mixed. Some gravitate more toward LRSA advisors, who are more familiar with the demands of their athletic schedules. Others, particularly in programs such as nursing, gravitate more toward their school advisors who can offer greater help in juggling clinical requirements with practice schedules. Some of the SAAC members said it would be helpful if their academic advisors received notification of which of their advisees are student-athletes. This might give the advisors advance notice that these particular advisees face additional scheduling challenges. The SAAC members also thought this knowledge might be helpful in discussing with their advisors faculty members who balk at signing the missed class forms that all student-athletes must present at the beginning of each semester. Some SAAC members also mentioned the Communication Departments policy limiting the number of missed classes in each course. They felt that this policy is discriminatory toward student-athletes in those sports with frequent competition, since they have no control over the number of classes they must miss. Some thought that an official University policy on classes missed for University-sponsored activities would be helpful. F. The Jesuit Nature of ȵ㱬 Finally, the SAAC members were asked if the fact that ȵ㱬 is a Jesuit institution was a factor in their deciding to come here. One said that ȵ㱬ڒs being a Catholic institution was an important factor, while another was attracted by the service orientation of the Jesuit tradition. A third said that, while ȵ㱬ڒs Jesuit nature had not been an important factor prior to attending, she had found interesting and useful the things she had learned about the Jesuit tradition while here. Attachment C, AAB Annual Report 12-13 Minutes of the Athletics Advisory Board Meeting November 16, 2012 2:30 3:45PM Fulton Hall 412 Members present: Richard Albert, Kathy Bailey, Jess Greene, Burt Howell, Bill Keane, Bob Murphy, Bob Taggart, Ed Taylor Members absent: Don Fishman, Richard Jackson Guest: Brad Bates, ȵ㱬 Director of Athletics The meeting was devoted to a discussion with ȵ㱬ڒs new Director of Athletics, Brad Bates. Brad began with a brief synopsis of his background. He grew up in Michigan, and both of his parents were teachers. He went to the University of Michigan, where he played varsity football and then stayed on after graduating as a graduate assistant football coach while he completed an M.A. degree in Education. He subsequently moved to the University of Colorado, Boulder, followed by Vanderbilt University, serving in a number of capacities in coaching and athletics administration. While at Vanderbilt he earned his doctorate in Education. He then served as Director of Athletics at Miami University, Ohio, for nearly ten years before coming to ȵ㱬 this fall. Brad pointed out that the U.S. is one of few countries that combine higher education with athletics. He believes that a university athletics program can justify itself only if it serves and supports the larger educational mission of the university. In particular, he feels that the experience of being part of a team that works together and strives for success is at the heart of the educational component of sports. The meeting then moved to general discussion, which ranged across a number of topics: A. First Impressions Asked about his first impressions of ȵ㱬, Brad said that he feels very enthusiastic. He said that ȵ㱬 offers a very unusual combination. It is the 31st-ranked university in the US News rankings, and only 14 of the top 31 schools compete at the highest level of college sports. Of the top 31, only one other school offers a Jesuit education. He believes that the Jesuit tradition of service to others and using knowledge to better society offers a powerful educational message. In addition, ȵ㱬 is located in a great metropolitan area. At the same time, Brad believes that much work remains to be done to build on the already-strong foundation and move the ȵ㱬 Athletics program closer to its full potential. One of his initial goals is to develop a strategic plan that will define who we are, what we want to be and how we plan to get there. To develop this plan, he expects to solicit from around the University, including the Athletics Advisory Board (AAB). B. Specific Challenges Brad was then asked to identify some of the specific challenges that the athletics program faces. He said that some of these are similar to those he experienced at Vanderbilt, including a land-locked campus and town-gown relationships. ȵ㱬 offers a multi-faceted athletics program that includes 31 varsity sports. This creates many opportunities for student-athletes to participate at a high level of competition. Nearly one in twelve ȵ㱬 students is a member of a varsity team, a participation rate that he believes is more characteristic of a smaller, liberal arts college than of most major universities. However, the sports are not equally funded, and Brad feels that further assessment is needed of the appropriate level of expectations for particular sports relative to their funding. This goes hand-in-hand with an assessment of resource allocation as well as resource development in ȵ㱬 Athletics. Another challenge is making ȵ㱬 sports an attractive entertainment option in an area that already offers numerous attractions. He argued that the atmosphere surrounding the previous weekends ȵ㱬 Notre Dame football game was festive and enthusiastic, but that this type of atmosphere has not been duplicated at other ȵ㱬 sports events he has attended. He feels that more can be done to offer a great entertainment experience at ȵ㱬 events and to identify segments of the local population that are most likely to want to be engaged in what we are offering. He also argued that one element college sports offer that pro sports events do not is students. Students can be a very enthusiastic and clever part of the crowd and can help make the game more fun for others in attendance. Brad feels that more can be done to better engage students and other fans generally using social media, such as Twitter. C. Athletics and Student Development The next question concerned the role that athletics can play in student development, not just for student-athletes but for non-athlete students as well. Brad described the number of non-athlete students who are already engaged at home football games managing equipment and logistics, playing in the band or otherwise performing during the game, filming the game and performing other tasks. He expressed the hope that it would be possible to engage greater numbers of students in such activities across a broader spectrum of sports. He also hopes to increase the engagement of students as fans, though he conceded that this is difficult in sports such as track and field that use off-campus facilities for competition. Brad noted that coaches play a particularly important role in student-athlete development, since student-athletes spend more time in the company of their coaches than they do with any individual faculty member or advisor. One AAB member cited involvement by coaches in the Intersections Programs as a good way for them to gain a better understanding of and connection with the larger ȵ㱬 environment. At a more general level, Brad said that his goal is to attract student-athletes to ȵ㱬 who are best suited to thrive in this environment and to give them the resources they need to maximize their individual talents and skills. D. Student-Athlete Academic Opportunities and Support An AAB member expressed the feeling that there is unsatisfied demand among student-athletes for study abroad. Brad stated that he had studied abroad himself during the spring semester of his senior year, after he had exhausted his athletic eligibility. He believes that more can be done to squeeze study abroad opportunities into the already crowded schedules that student-athletes face. One issue is that, under current ȵ㱬 policies, athletic scholarship funds may not be used for summer study abroad programs. Brad said that, at Miami, students are allowed to spend up to the amount of their scholarships for a given period on study abroad programs, but they have to make up the difference themselves if the study abroad program is more expensive. E. Networking and Career Preparation Asked about student-athlete job-seeking after college, Brad said that student-athlete placement has to be a high priority, as that will increase the value of the ȵ㱬 degree. He described some efforts at Miami to take advantage of the network of alumni who were themselves student-athletes. These included an annual banquet at which student-athletes are paired with alumni who had the same major to learn more about potential career paths in that major. Miami also has a catalog of alumni who are willing to serve as career counselors. The catalog can be sorted by undergraduate major and profession. F. The Role of the AAB at ȵ㱬 Brad then asked the group about the AABs role at ȵ㱬. Bob Taggart described the groups efforts to stay informed about ongoing developments in athletics, through meetings with student-athletes, coaches, members of the Athletics administration and others around the University whose responsibilities involve athletics. These latter have included the Director of Undergraduate Admission and the Vice President for Student Affairs. Brad said he thought the athletics boards at schools where he has previously served may have a larger advisory role, and he hopes to call on our group periodically for advice. Attachment D, AAB Annual Report 12-13 Minutes of the Athletics Advisory Board Meeting December 11, 2012 12:00 1:15 PM Fulton Hall 524 Members present: Richard Albert, Kathy Bailey, Richard Jackson, Bill Keane, Bob Murphy, Bob Taggart Members absent: Burt Howell, Don Fishman, Jess Greene, Ed Taylor Guests: Mens & Womens Swimming Head Coach Tom Groden, Mens & Womens Golf Head Coach Drew Kayser and Softball Head Coach Ashley Obrest The meeting was devoted to the Athletics Advisory Boards (AAB) annual discussion with selected head coaches of ȵ㱬 varsity sports. This years guests represented the sports of golf, softball and swimming. To start the meeting, the coaches gave a little background information about themselves. Tom Groden is a 1972 graduate of ȵ㱬. For most of his time as a student, ȵ㱬 had no pool. The pool in what is now the Flynn Recreation Complex opened in the spring of 1972. Tom stayed on after graduation, started the ȵ㱬 varsity swimming programming in the fall of 1972, and has been Head Coach ever since. Ashley Obrest is a 2007 graduate of ȵ㱬, where she played softball all four years. She later coached at Colgate University, two years as an Assistant and one year as Head Coach. She returned to ȵ㱬 in 2011 and is currently in her second year as Head Coach. Drew Kayser has worked at a number of golf courses around the country and has also opened his own golf academy. He is the former club golf professional at the Belmont Country Club. While at Belmont, he started serving as a part-time Assistant Golf Coach at ȵ㱬 in 2008. He later left Belmont but continued his work at ȵ㱬, and he is currently in his first year as Head Coach. The meeting was then opened to general discussion, which ranged across a number of topics: A. Mens and Womens Teams Together Golf and swimming are among the few sports at ȵ㱬 (fencing and sailing are the others) where mens and womens compete and/or practice together using the same facilities at the same time. The coaches were asked how well they thought this arrangement worked. Both Tom and Drew remarked that the combined teams made for a wider team support network and also contributed to the overall team social life. Tom also noted that mens and womens swimming competition are nearly always held together as part of the same meet and that incoming swimmers are used to this, having already competed on age-group teams earlier, where boys and girls events are also held as part of the same meet. In golf, however, mens and womens tournaments are separate. This creates a challenge for a small coaching staff, since coaches may be away at a tournament at times when another whole segment of the team is at home practicing. B. Athletic Scholarships The coaches were asked about the athletic scholarship situation in their respective sports. Softball is fully funded, so twelve scholarships, the NCAA limit, are available each year. One full scholarship can be divided among team members, so more than twelve players are typically receiving athletic aid at any given time. In golf, there are six full scholarships available on the womens side, and these can also be divided. On the mens side, there are two endowed scholarships. Swimming has no athletically-related aid available for men, and, while there has been some scholarship aid available on the womens side, the decision has been made to discontinue this. After the last few women swimmers still receiving aid graduate, no new scholarships will be awarded. Tom was asked how difficult the lack of scholarships made it to recruit and compete. He argued that a lack of scholarships can actually improve the team atmosphere, since everyone on the team really wants to be on the team and is not looking at team participation as an avenue for financing college costs. He also argued that if greater team depth can be built, it is still possible to score well at dual meets, even against scholarship programs. C. Questions from Parents An AAB member inquired about the most common questions asked by parents of recruits and whether there were particular questions coaches hoped the parents would not ask. The coaches generally said that there were no questions that they hoped to avoid, since it is better for recruits and parents to have the most accurate possible picture of ȵ㱬 from the beginning in order to avoid surprises later. Drew stated that potential recruits who are attracted to ȵ㱬 are looking for a strong academic program combined with strong athletic competition. Recruiting rivals along these dimensions include Northwestern, Notre Dame, Wake Forest, and in some cases the Ivy League schools. He said that parents and recruits usually already understand that there are differences among the schools in terms of facilities, weather and sizes of coaching staffs and are not looking to make a decision based solely on those factors. Ashley said that parents of softball recruits, anticipating the time demands of the softball season, often ask about the availability of academic support for student-athletes. D. Missed Class Time and Class Scheduling The three sports all pose different challenges for their student-athletes in terms of balancing athletics with academics. Swimming entails relatively few classes missed for competition, but the competitive season does extend across both fall and spring semesters. Golf has two separate competitive seasons, one in fall and one in spring. Tournaments typically extend over four days, including a practice round, followed by three days of 18-hole competition. In addition, practice is held at the Blue Hill Country Club in Canton, and the time needed to get there and back from campus can vary considerably, depending on traffic conditions. Softball has a competitive season that is confined to the spring semester, but once it starts, there are 56 contests and frequent travel. Given these different situations, the coaches were asked how they try to help their student-athletes meet the challenges of classes missed plus scheduling a full course load each semester. Tom said that, while swim competition does not cause very many missed classes, he started early on having his team members bring a letter, detailing the classes they would have to miss, to each of their professors before each semester. These letters avoid misunderstandings later, and they were the precursor to the current system, in which student-athletes from all teams must ask their professors to sign a blue form at the beginning of each semester, listing days when they must miss class for competition. Tom also added that swim team members have a choice between morning and afternoon practice, and this affords them some class scheduling flexibility. Ashley said that many of her players are already accustomed to frequent contests and travel from earlier participation on youth travel ball teams. She tells her players to schedule an in-person meeting with all of their professors prior to the spring semester to explain the days they will need to be away and make mutually agreeable plans for any exams or in-class presentation days for which they will have to be absent. She said that occasionally a team member will have to find another class when an agreement cannot be reached. However, she believes that faculty are generally willing to make accommodations, and she herself never experienced an insurmountable problem with a faculty member during her own days as a ȵ㱬 student-athlete. Drew said that practice is held in the morning during the fall but in the afternoon during the spring. This affords some flexibility to team members to work both morning and afternoon classes into their schedules during the course of the year. He also considers it an important life skill to learn how to work with each professor to reach an accommodation on classes missed. When the SAAC representatives have visited AAB meetings in the past, they have usually made a plea for priority course registration for student-athletes, and the coaches were asked if they thought this was necessary. While acknowledging that priority registration could ease certain scheduling issues that student-athletes face, the coaches also expressed the feeling that such a system could give rise to resentment from non-athlete students. The coaches generally believe that most course scheduling issues can be worked around with the proper advance planning. E. Student-Athlete Separation from Campus Life Some AAB meeting guests in the past have expressed the wish that student-athletes could be better integrated into the overall life of the ȵ㱬 campus, and the coaches were asked their view of this issue. They said that ȵ㱬 already strives more than many schools to mix student-athletes with the rest of the student population. They also pointed out that there is a natural tendency for student groups to come together around a common interest, be it music, theater, science or sports. The question arose about whether student-athletes busy schedules cause them to miss out on networking or other career-oriented activities. Ashley said that it is important for student-athletes to know what the next step will be after college, and she feels a responsibility to provide help and advice on future careers both during and after their playing careers. Finally, the coaches were asked about student-athletes and study-abroad opportunities. Tom advocated summer programs for study or travel abroad. He said that his experience with team members who had taken a whole semester abroad in the past had been that they frequently found the academic component to be of lower quality than what was generally available at ȵ㱬. Summer programs, on the other hand, offer the opportunity to travel and experience other cultures without missing an entire semester or year of ȵ㱬 classes. Attachment E, AAB Annual Report 12-13 Minutes of the Athletics Advisory Board Meeting February 22, 2013 2:30 3:30 PM Stokes Hall S-103 Members present: Richard Albert, Kathy Bailey, Don Fishman, Jess Greene, Richard Jackson, Burt Howell, Bob Murphy, Ed Taylor, Bob Taggart Members absent: Bill Keane Bob Taggart began the meeting with two updates. First, former Athletics Advisory Board (AAB member) Michael Malec (Sociology) requested funding from the Provosts Office to attend the national meeting of the Coalition on Intercollegiate Athletics (COIA), February 2-3, 2013 in Tampa, FL. He was told that funding was not available for this year, but that future funding would be considered if the AAB endorsed sending a ȵ㱬 representative to the conference. Bob will distribute some information about COIA in the near future, and the issue can be taken up at a future AAB meeting. Second, Bob Taggart and Jess Greene both attended an all-day ȵ㱬 Athletics strategic planning session on February 12. The day focused on developing innovative ideas and the discussion, which featured team break-out sessions, was facilitated by Carroll School of Management Dean Andy Boynton. Topics included increased fund-raising and game attendance, improved facilities and the ideal number of varsity sports that ȵ㱬 should sponsor. Next, following up on earlier AAB discussions of the potential role of ȵ㱬 alumni in helping guide student-athletes to internships, jobs and careers, Kathy Bailey distributed an agenda from the recent Eagle-to-Eagle alumni networking event (February 6, 2013), sponsored by the Council for Women of Boston College and the ȵ㱬 Athletics Department. The event brought together 75 female ȵ㱬 student-athletes with a group of alumni to discuss careers in different industries and networking ideas. Kathy felt the event was successful and useful to the evenings participants, but did express the wish that more student-athletes could participate. In addition, the event is held annually in February, and this tends to exclude some of the teams that are in the middle of their competitive schedules at that point. The remainder of the meeting was devoted to the Athletics Advisory Boards (AAB) annual review of fall and spring practice and competition schedules for ȵ㱬ڒs varsity teams. The purpose of this review is to determine whether teams practice and competition schedules allow sufficient flexibility for student-athletes to take a full course load without missing an excessive number of classes (informally defined by the AAB as missing two full weeks or more of classes in a given course). Several broad themes emerged from the discussion. A. An Increase in ȵ㱬 Courses with Non-Traditional Class Schedules Traditionally, most ȵ㱬 undergraduate classes have been scheduled either on Monday, Wednesday and Friday for one hour each or on Tuesday and Thursday for 1 hours each. However, it came up at a number of points in the discussion that ȵ㱬 now has many classes that are offered on alternative schedules. For example, there are now some classes that meet on Monday and Wednesday for 1 hours each. To avoid conflicts with the traditional Monday-Wednesday-Friday class time slots, these Monday and Wednesday classes begin at either 8:30 AM or 4 PM. There are also a number of classes open to undergraduates that are offered just once per week for 2 hours, starting in either the late afternoon or evening. Such non-traditional class schedules can be very beneficial for student-athletes in many cases. For example, a student-athlete on a team with a significant amount of Friday travel (e.g., volleyball) could benefit from taking a class that meets only on Monday and Wednesday. Similarly, student-athletes with practice schedules that cover a significant portion of the traditional class day could benefit from the availability of evening classes. AAB members noted that, for the first time this year, a number of teams have attached notations to their practice schedules, either suggesting or dictating restrictions on class times for their team members. Some of these restrictions clearly arise from the teams travel schedule. For example, volleyball urges team members to avoid Thursday evening classes and minimize Friday classes in the fall semester. This makes sense, because the team had six trips last fall that called for leaving campus on Thursday and not returning until Saturday or Sunday. Thus, team members would miss nearly half the class meetings for a course that meets once per week on either Thursday evening or Friday. However, other class schedule restrictions were less clear. For example, mens and womens golf asks team members to schedule evening classes only on Wednesday in the fall and to avoid all night classes, if possible, in the spring. Similarly, womens basketball dictates no class at either 10:30 AM or 12 PM on Tuesday-Thursday, and no evening classes on Wednesday and Thursday in the spring. The reason for the Tuesday-Thursday midday restrictions, in particular, is unclear, since the team has no scheduled practice at that time. Bob Taggart agreed to make inquiries in Athletics and learn more about the rationale for these restrictions. B. More Favorable Competition Schedules in Some Sports this Year Each year, the AAB tries to identify sports whose competition and practice schedules pose particular course scheduling difficulties for their student-athletes. Sports that entail many contests during the season and frequent travel, such as baseball, softball and volleyball, are perennially on this list, and the current year is no exception. However, AAB members noted that other sports, which have appeared on the list in some years but not others, seem to have more favorable travel schedules this year. For example, sports in which competition can take place over multiple days, such as golf, tennis and track, can sometimes necessitate a good deal of missed classes, but this years schedules seem more favorable than in some past years. In mens golf this past fall, travel for competition entailed all-day absences on 3 Wednesdays, 3 Tuesdays, 1 Thursday and 3 Fridays. For Monday-Wednesday-Friday or Tuesday-Thursday classes this meant exactly two weeks of missed classes, better than in some past years. For womens golf in the fall, all-day absences occurred on 3 Mondays, 3 Tuesdays, 1 Thursday and 2 Fridays, also more favorable to the traditional class time blocks than in some past years. In the spring, the travel schedule is even a little more favorable to class attendance. For the men, none of the traditional class time blocks would miss as much as two full weeks of class, while for the women, Tuesday-Thursday time blocks would miss exactly four days of class. As will be detailed in the AABs annual report on practice and competitions schedules, womens basketball, womens ice hockey, lacrosse, mens and womens soccer, mens and womens tennis and mens and womens track, all of which have appeared on the list of challenging sports to schedule classes around, have also all had more favorable travel schedules this year. C. Shared or Off-Campus Facilities and Team Practice Schedules For a number of ȵ㱬 sports, student-athlete scheduling difficulties are compounded by the need to travel to off-campus facilities for practice or to share on-campus practice facilities with other teams. The need for on-campus practice facilities for sports such as tennis and track was discussed, but it is unclear if or when the Athletics budget may permit new facilities. Trading practice schedules for mens and womens sports that use the same facilities was also discussed. For example, in both fall and spring, mens basketball practices from 4:30 to 7 PM on Monday, Wednesday and Friday, while womens basketball practices from 2 to 4:30 PM. On Tuesdays and Thursdays, however, the men take the earlier practice time and the women the later practice time. In ice hockey, on the other hand, the womens team has a 12:30 to 2:30 PM practice time on all five weekdays both semesters, while the mens team has a 2:30 to 6 PM practice schedule. The view was expressed that this schedule may be unfair to members of the womens team, whose practice time would appear to cut across more potential class times. It isnt clear, however, whether either team is unhappy with the current schedule. Attachment F, AAB Annual Report 12-13 Minutes of the Athletics Advisory Board Meeting March 22, 2013 2:30 3:45 PM Learning Resources for Student-Athletes Offices, Yawkey Center Members present: Kathy Bailey, Don Fishman, Jess Greene, Bob Murphy, Bob Taggart, Ed Taylor Members absent: Richard Albert, Burt Howell, Richard Jackson, Bill Keane Guests: Learning Resources for Student-Athletes (LRSA) Director Dard Miller and Assistant Directors Lee Metzger and Clare Turkington Members of the Athletics Advisory Board (AAB) were hosted in the LRSA offices in the Yawkey Center by LRSA Director Dard Miller and Assistant Directors Lee Metzger and Clare Turkington. Dard explained that some adjustments had occurred, related in part to mid-year transitions to new key members of the Athletics Department, Director of Athletics Brad Bates and Head Football Coach Steve Addazio. Dard updated us in particular on two new developments. A. Study Abroad Opportunities for ȵ㱬 Student-Athletes Dard said that the Provosts Office has expressed concern about the dearth of opportunities available to student-athletes to study abroad. Up to now, only a limited number of student-athletes from non-revenue sports have been able to take part in study abroad opportunities. Following a series of meetings that have included representatives from the International Programs Office, Provosts Office, and LRSA as well as the Director of Athletics, a pilot program has now been established that will include seven ȵ㱬 student-athletes this summer from the sports of ice hockey, lacrosse and track. All have been endorsed by their coaches, and all will participate in ȵ㱬-sponsored programs. The Athletics Department has agreed to fund these student-athletes up to the level of aid that would be available for taking summer classes at ȵ㱬. In cases where additional funding might be needed, the Montserrat Coalition may be able to offer some help. LRSA will survey the student-athletes in the pilot program when they return to assess their experience, and it is hoped that the program can be expanded in future years. LRSA has also surveyed other Atlantic Coast Conference schools about their policies toward study abroad opportunities for student-athletes and has found considerable variation across schools. Some schools do not allow their scholarship student-athletes to participate in study abroad programs, while others allow it but participation is limited. B. New Summer Programming for Football Student-Athletes and Other Students A second recent development is the creation of a new summer program, designed primarily with football student-athletes in mind, but open to all ȵ㱬 students. The program is being designed under the auspices of ȵ㱬ڒs Division of University Mission and Ministry, the Center for Student Formation and the Department of Theology, and approval has been granted to offer the program for academic credit on a pilot basis this coming summer, 2013. One impetus for this program has been the unfavorable summer schedule that football student-athletes have faced in the past. Coaches would like to have access to the players for weight training and conditioning for an 8-week period prior to the start of training camp in early August. However, to receive summer room and board, NCAA rules specify that student-athletes must be enrolled in classes for the summer. At ȵ㱬, there are two six-week summer sessions, one running from Commencement to late June and the second starting immediately after the first and running until early August. This has made it difficult for team members to get any time at home during the summer. Coaches have typically given players a week off just prior to the beginning of training camp, but since that is the week of final classes and final exams for the second summer academic session, it has been very difficult for players to take advantage of that week off to return home. The new program addresses this issue by being offered for a two-week period, immediately prior to the second summer academic session. This will allow football student-athletes time to return home between the end of the spring semester and the beginning of this two-week session. Students signing up for the program will receive 3 academic credits. Two of these credits will be for classroom instruction, and in the first year of the program, this instruction will introduce students to the Jesuit tradition and its role in ȵ㱬 education. While there are existing programs that introduce new students to these topics, the schedules of football student-athletes rarely allow them to participate in these programs. The third credit for the new program will be given for an experiential and service component. Football team members entering their sophomore, junior and senior years will all take the same pilot program during this first summer. If the pilot is judged to be successful, the plan is to expand it, ultimately to three instructional components. Eventually, the plan calls for players going into their sophomore years to take the Jesuit tradition component, for players going into their junior years to take a leadership component and for players going into their senior years to take a career exploration and rsum-writing component. Dard said she hoped the AAB would be able to invite a group of instructors and others involved in the pilot program to one of its meetings next fall. She thought this could be a useful part of the assessment of the programs first year. C. National Student-Athlete Recognition Day Dard told the group about plans for the upcoming National Student-Athlete Recognition Day. LRSA will again sponsor a reception this year, to be held on April 8 from 5 to 6 PM in the Shea Room. Each of ȵ㱬ڒs varsity sports will be invited to designate two team members who exemplify hard work and scholarship, and these student-athletes will be asked to invite a faculty member to join them. Dard said she hoped as many members of the AAB as are available at that time will be able to attend the reception. D. Facilities Tour and Study Center/Tutor Observation The meeting concluded with a tour of the LRSA facilities, conducted by Lee and Clare. They explained that use of the Study Center and tutors is generally heaviest in the evening between 5 and 9 PM. As many as 50 to 100 student-athletes may visit LRSA on a given evening, with study and tutorial sessions sometimes overflowing into the fourth floor lobby of the Yawkey Center or even to the Murray Room when that is not in use for a function. Drop-in tutor hours serve the needs of many student-athletes in different subjects, but there are also some regularly-scheduled group and individual tutoring sessions. Student-athlete attendance at study hall sessions and their use of tutors is tracked with a digital system. LRSA tries to get recommendations for tutors either directly from professors who teach particular courses or from Department Chairs in the case of multi-section courses. Tutors are given instruction in maintaining academic integrity and adhering to NCAA rules in their dealings with student-athletes. LRSA professional staff members conduct regular, documented observations of tutors and study sessions, both to ensure NCAA compliance and to make sure student-athletes are getting the help they need to fully access the ȵ㱬 curriculum and have a meaningful academic experience. AAB members were invited to drop by LRSA during evening hours to observe tutoring sessions and help assess the adequacy of the study space and its available technology. Attachment G, AAB Annual Report 12-13 Minutes of the Athletics Advisory Board Meeting April 5, 2013 2:30 3:30 PM Stokes Hall S-103 Members present: Kathy Bailey, Don Fishman, Jess Greene, Burt Howell, Bob Taggart, Ed Taylor Members absent: Richard Albert, Richard Jackson, Bill Keane, Bob Murphy Guest: Leo Sullivan, ȵ㱬 Vice President for Human Resources During the current academic year, ȵ㱬 has made two major hires to its Athletics Department, Director of Athletics Brad Bates and Head Football Coach Steve Addazio. The Athletics Advisory Board (AAB) invited Vice President for Human Resources Leo Sullivan to attend the meeting to explain the process that is used for filling key positions such as these. A. Preparing for the Search Leo said that the first steps in a major search are similar, whether it is for a position in Athletics or for a member of the University administration. An assessment is made of the key short-term and long-term issues that the new individual will face. In the case of Athletics Directors position, consideration was given to the overall landscape of college athletics, including the ongoing wave of conference realignment, and to issues facing ȵ㱬 specifically, including the financial position of ȵ㱬ڒs Athletics program, the importance of fund-raising efforts and the marketing issues in achieving strong attendance at revenue-sport contests. Based on this assessment, a job description is developed, identifying the key position responsibilities and the personal characteristics and experience of the ideal applicant. For the Athletics Directors position, for example, Fr. Leahy placed strong emphasis on the individuals fit with the heritage and mission of Boston College. B. Identifying an Initial Pool of Candidates An important decision in putting together a pool of potential candidates is whether or not to use the services of a search firm. In the case of the Athletics Directors position, it was decided not to use such a firm, in part because of the need to move expeditiously. When a search firm is hired, the firm always needs to take time at the outset to get to know the clients current situation and needs. The decision was made that more rapid progress could be achieved by eliminating this step. Leo then described the process of consulting widely to identify possible candidates. Persons contacted included outgoing Athletics Director Gene DeFilippo, Atlantic Coast Conference (ACC) Commissioner John Swofford, the Athletics Directors of the other schools in the ACC, Commissioners and Athletics Directors from other comparable conferences around the country and selected ȵ㱬 alumni. Leo said that he listened carefully for names that were mentioned by multiple sources. He also said that ȵ㱬 remained open and alert to candidates from non-traditional backgrounds, although it was important that such candidates have sufficient knowledge of the landscape of college athletics. For example, he cited the University of Michigans hiring of David Brandon as its Director of Athletics in early 2010. Mr. Brandon had been Chief Executive Officer of Dominos Pizza for the preceding eleven years, so his marketing and operational experience was attractive to the University. At the same time he was a former Michigan football player and a member of the University Board of Regents, so he had up-to-date knowledge of the University and its Athletics program. C. Refining the List of Candidates This round of consultation led to a list of potential names, followed by preliminary telephone and in-person interviews. Then a shorter list of candidates was interviewed at greater length by a Search Committee, as well as by Fr. Leahy. To preserve confidentiality, these meetings were held at off-campus locations. Two finalist candidates were subsequently brought to campus to meet with Fr. Leahy again and with selected members of the ȵ㱬 Board of Trustees. While this was going on, Leo said that he spent considerable time on the phone checking references of the finalist candidates. At the end of this process, a selection was made, negotiations were finalized, and Brad Bates was named the new ȵ㱬 Director of Athletics. D. Questions from the AAB AAB members then asked a number of questions. First, Leo was asked how the search for a new Head Football Coach differed from that for the Director of Athletics. He said that the basic process was similar, although it was conducted with a shorter timetable, given the importance of finalizing a new recruiting class for next season. At the same time, he said that there had been a bit more lead time, during which the likelihood of the need for a search could be foreseen than there had been with the Athletics Directors position. An AAB member then asked about the role of outside pressure from alumni and others in coaching personnel decisions. Leo replied that it is important not to be overly influenced by short-term perceptions of a teams success, and emphasized that these decisions are about more than a coachs won-lost record. Other key factors include graduation rates, the overall experience of team members, as reflected in senior exit interviews, and the integrity of the program. Next Leo was asked if ȵ㱬ڒs Jesuit, Catholic tradition had been an explicit topic of discussion in candidate interviews. He said that this had been both an element in the written job descriptions and also a topic of discussion in the interviews. An understanding and appreciation of this tradition had been considered an important element in a candidates overall profile. Finally, it was noted that Leo has now participated in searches for three ȵ㱬 Athletics Directors, and he was asked if the process gets easier or more difficult over time. He said that ȵ㱬 and its membership in the ACC are now better known around the country and that this makes it easier to talk to people outside ȵ㱬 and solicit potential candidates. However, he also said that the landscape of college athletics has become more complex over time with the increased importance of television revenue and the increasingly detailed nature of employment contracts.     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