Report Recommendations

This document is a compilation of recommendations from many reports over the past several years (Sources). The Student-Athlete Academic Initiative Working Group identified twenty-one discrete processes related to student-athletes and academics at UNC-Chapel Hill. In its process improvement efforts, the Working Group used this document to link each report recommendation to a corresponding academic process. This document may not align point by point with other similar documents listing recommendations from the same reports.

2.0 Admissions

ASPSA (Sept 2011)
Recommendation
The ASPSA is not directly involved with the recruitment of student-athletes beyond informing recruits about ASPSA services during visits to the facilities (and similar activities such as hosting a faculty breakfast on recruiting weekends). The ASPSA is involved, however, on a day-to-day basis with student-athletes once they matriculate. Given this experience and expertise, ASPSA personnel can offer a valuable perspective on whether a student-athlete being recruited is capable of succeeding academically at Carolina – both to coaches and the Office of Undergraduate Admissions – and whether the University has the strategies and personnel in place to foster such success.
Response
The Office of Admissions makes all final admission decisions. The Department of Athletics works with coaches to determine which recruits will be considered in the pool of 160 special talent admits. ASPSA provides qualitative feedback to Admissions on how current students are performing to inform the special talent admission process going forward.

ASPSA (Sept 2011)
Recommendation
To be effective, the role of the ASPSA in the admission of student-athletes should continue to be valued. The Director of the ASPSA currently advises both the faculty subcommittee on athletics admissions (a subcommittee of the Undergraduate Admissions Advisory Committee) and the Office of Undergraduate Admissions, which makes the final decision about all applicants. Partly as a result of this consultation the number of cases considered by the subcommittee and those approved by the Office of Undergraduate Admissions have declined over the last ten years. This consultative role is appropriate and the ASPSA is encouraged to continue to provide detailed and unbiased advice about the capacity of prospective student-athletes to succeed academically at the University. This advice should take into account the whole of the prospective student-athlete’s personal circumstances and educational profile, as well as the priority that his or her coaches will assign to academic pursuits and the capacity of ASPSA to provide appropriate support.
Response
ASPSA provides feedback regarding the capacity of prospective student-athletes considered by the Subcommittee to succeed academically at the University.

Rawlings Report (Sept 2013)
Recommendation
Insure that the admissions process for student-athletes is essentially the same as that for other applicants with special talents; that the same office that admits other undergraduate applicants to the institution also has final decision-making authority for the admission of student-athletes; and that all communications regarding prospective student-athletes between the athletics department staff and the admissions office are routed through the athletics director or his/her designee(s). Assure that, in the final analysis, one individual or office is responsible for the admission of student-athletes.
Response
The Office of Admissions makes all final admission decisions. Communications regarding prospective student-athletes between the athletics and admissions are routed through the athletics director or his/her designee(s). These designees may be coaches.

Rawlings Report (Sept 2013)
Recommendation
UNC-CH should insure that the quantitative academic performance of “special admits” in athletics is representative of the performance of “special admits” in other categories of admission.
Response
The Office of Undergraduate Admissions sets determining criteria and makes all final admission decisions.

Rawlings Report (Sept 2013)
Recommendation
Qualitative assessments of “at-risk” prospective athletes should be conducted by admissions officials during the recruitment process.
Response
The Office of Admissions considers qualitative assessment of special talent admits during the admissions process.

Rawlings Report (Sept 2013)
Recommendation
As stated in the recommendation for a framework for protecting institutional integrity, the final decision-making authority for the admission of student-athletes must reside with the academic and admissions officials who make decisions for all other students.
Response
The Office of Undergraduate Admissions sets determining criteria and makes all final admission decisions.

Rawlings Report (Sept 2013)
Recommendation
UNC-CH should consider requiring a “year of readiness” for student-athletes admitted under the “special admissions” category, and consider advocating for this reform nationally. During this year, these students would be ineligible to participate in varsity competition (though they would retain four years of athletic eligibility) and would have limited practice participation.
Response
The Working Group would support a “year of readiness” nationally, but we do not recommend that it be implemented unilaterally by UNC.

Special Subcmte of the FEC (July 2012)
Recommendation
We encourage the Office of Undergraduate Admissions to develop clear guidelines and rationales for reversing decisions of the subcommittee with regard to admission of students considered under the “committee case” procedures.
Response
The Subcommittee may ask for more information on any prospective special talent admit. The Office of Admissions makes all final admission decisions.

Special Subcmte of the FEC (July 2012)
Recommendation
Is it possible to mount competitive teams that meet most of our educational expectations for student-athletes? Being in a NCAA Division I school entails certain kinds of compromises to successfully meld academics and athletics. This does not make us unique as an institution; every school faces this. The tremendous majority of Division I athletes never go pro, so how do we approach our responsibilities to care about them both as students and members of society following their collegiate athletic careers.
Response
The Working Group agrees with the philosophy of this recommendation.

Special Subcmte of the FEC (July 2012)
Recommendation
What is the goal of admitting student-athletes to UNC? Is it to ensure they have a 50% chance to graduate? To make sure that no one fails? Precise goals have not been clarified. What would it mean during the recruiting and admission phases to do this right?
Response
Since 2011, the University has repeatedly strengthened the processes by which student-athletes are evaluated for admission.  Since the last major revision in 2013, two classes of student-athletes have enrolled at the University.  While the results from these two classes are promising, the new processes will require ongoing assessment and adjustment to ensure that they are working effectively. It is the intention of UNC that all students whom we admit, athletes or non-athletes, will be successful.  We are not 100% successful in this aim, nor is any university, but we continue to strive for this goal.

UNC BOG Academic Review (Feb 2013)
Recommendation
Admissions Policies for Student-Athletes: in order to gain a broader context for the information provided and reviewed, the Panel twice interviewed Stephen Farmer, UNC-Chapel Hill’s Director of Admissions, regarding admissions policies applicable to student-athletes. Mr. Farmer provided a range of materials relevant to the work of the Subcommittee on Athletics Admissions, and he responded to numerous questions from the Panel in both open and closed sessions.

It is not within the Panel’s charge to review or address exceptional admissions policies applicable to student-athletes or others, but the Panel is concerned and believes that any student admitted to the University under an exception policy should have the demonstrated ability to be academically successful at the institution. This concern would extend to policies and practices at all campuses where special rules apply to exceptional applicants, and this Panel encourages review of these policies and the practical effects of their application
Response
All student-athletes admitted to the University have demonstrated the ability to earn a UNC education.

UNC BOG Academic Review (Feb 2013)
Recommendation
Review of exceptional admissions policies to ensure that any student admitted to a UNC campus has the demonstrated ability to be academically successful at the institution.
Response
UNC recently has instituted a new process for making admissions decisions for special talent student-athletes. While the results from the first year are promising, the new process will require ongoing assessment and adjustment to ensure that it is working effectively.

3.0 Financial Aid

Rawlings Report (Sept 2013)
Recommendation
The NCAA and conferences can explore ways to expand college athletes’ educational benefits. Current NCAA rules allow universities to provide financial aid to athletes returning to school to complete their undergraduate degree; however, institutions are not permitted to provide additional aid beyond the completion of the undergraduate degree unless the athlete has eligibility remaining. Rule changes that allow universities to provide financial assistance to former scholarship athletes for graduate or continuing education should be considered. Funds for this additional aid could be drawn from athletically-generated revenues.
Response
UNC is doing as much as possible to financially support current and returning student-athletes. Additional aid would require NCAA rule changes.

4.0 Orientation and Summer Bridge

ASPSA (Sept 2011)
Recommendation
The Summer Bridge Program could be explored for ways in which it might be adjusted so matriculating student-athletes from small and/or rural communities in North Carolina could benefit from it during the summer before their first year.
Response
We support exploring summer transition options for student-athletes with a wide variety of backgrounds. The scope of summer transitions remain to be seen. We hope that pre-screening and testing will help in this process.

5.0 Enrollment and Advising

ASPSA (Sept 2011)
Recommendation
The professional staff members of the ASPSA are not academic advisors by job description or training which means that making use of the Academic Advising Program on a regular basis is critical. As with all undergraduate students at Carolina, the primary academic advisor in Steele Building is assigned based on intended major, along with secondary advisors (in their major departments, for their minors and related activities). The professional staff in the ASPSA has related responsibilities to document academic progress for NCAA compliance purposes, but this responsibility is distinct from that provided by the primary academic advisor.
Response
We now have Academic Advisors, funded by the Athletics Department and supervised by the AAP in the Steele Building, who are tasked specifically to work with student-athletes and meet with them at least once per semester. These advisors work in partnership with the professional staff in ASPSA to support the academic development needs of student-athletes. The once per semester advising policy can be reviewed and may be changed based on individual student-athletes’ academic needs.

Special Subcmte of the FEC (July 2012)
Recommendation
Every student should have an academic advisor in Steele Building sign off on courses every semester. While we understand from Associate Dean Owen and others that this suggestion might be unrealistic, we believe that a full, candid discussion about the risks arising from the present student to advisor ratio would be extremely beneficial for our faculty, the administration, and our students.
Response
UNC currently does not have the capacity to support an academic advisor for every student, and this recommendation for all UNC students is beyond the Working Group’s scope. We now have Academic Advisors, funded by the Athletics Department and supervised by the AAP in the Steele Building, who are tasked specifically to work with student-athletes and meet with them at least once per semester. These advisors work in partnership with the professional staff in ASPSA to support the academic development needs of student-athletes. The once per semester advising policy can be reviewed and may be changed based on individual student-athletes’ academic needs.

Special Subcmte of the FEC (July 2012)
Recommendation
We also encourage the academic advising program in the College to better publicize the fact that certain programs seated in the Loudermilk Center, e.g. supplemental instruction, are available for all undergraduate students, and that these programs be enumerated on the ASPSA Web page.
Response
ASPSA no longer offers supplemental instruction, but they do provide drop-in study sessions. Making these drop-in’s open to non-student-athletes is not feasible at this time due to capacity issues.

UNC BOG Academic Review (Feb 2013)
Recommendation
Establishment of clear requirements for student-athletes to meet with their academic advisors at least once a year to review programs of study;
Response
We now have Academic Advisors, funded by the Athletics Department and supervised by the AAP in the Steele Building, who are tasked specifically to work with student-athletes and meet with them at least once per semester. These advisors work in partnership with the professional staff in ASPSA to support the academic development needs of student-athletes.

All student-athletes should meet with an academic advisor once per semester unless their major and/or school provides its own requirements and guidelines for advising, such as business, journalism, nursing, education and public health.

6.0 Registration

Baker Tilly (December 2012)
Recommendation
Registration-related Risks

  • The individual who scheduled a course or made changes to a course schedule was not authorized to do so or cannot be identified.
  • Students take more than the maximum Independent Study (IS) hours allowed toward graduation and/or in an academic term
  • Standard usage is not adopted for the many terms that are used – some appropriately and some not – for “independent studies.”
  • Late enrollment in a course by a student does not provide the necessary time needed for the student to meet the expectations for the course.

Response
The solutions provided by the Independent Study Task Force have been implemented.

Independent Study Task Force Report (April 2012)
Recommendation
Independent Study Courses:

  • Expectations concerning student assignments and contact hours from the instructor should be recorded in a formal learning contract for independent studies, and standard forms for these learning contracts should be made available digitally and online. Such contracts would stipulate the same information that appears on a syllabus for a regular lecture or seminar course (i.e., effort expected, meetings with the instructor, assignments and due dates, grading information, etc.) and have a formal approval process. Limits should be placed on the number of independent studies that a faculty member should supervise in each term, and active (approved) courses should not be taught in an independent study or directed readings format unless unusual circumstances exist. Standard usage should be adopted for the many terms that are used – some appropriately and some not – for “independent studies.”
  • Honor theses should be recognized as a specialized form of independent study with a faculty member, although the limits for counting independent studies toward graduation should not include registration for an honors thesis. However, registration for an honors thesis should conform to one of the two models in use at the University.

Response
The solutions provided by the Independent Study Task Force have been implemented.

Independent Study Task Force Report (April 2012)
Recommendation
Special Topics:

  • Special topics courses should not be seen as independent studies. Sometimes referred to as “experimental courses” or “directed readings,” these courses allow new and/or visiting faculty to offer new courses quickly. But it was the belief of the task force that these courses need to include an actual course title (not simply “Special Topics in…”), and should not generally be offered more than twice as special topics courses. A course description and/or tentative syllabus should be made available prior to the registration period so that students can make more informed choices about these courses.

Response
The solutions provided by the Independent Study Task Force have been implemented.

Independent Study Task Force Report (April 2012)
Recommendation
Standard Course Numbering System:

  • The Standard Course Numbering System should be followed, not only in the College of Arts and Sciences, but also campus-wide. This will necessitate renumbering some courses, expanding those numbers that are to be used in reserved sequences, and establishing specific numbers to identify internships and service learning courses. Data collection, analysis, assessment, and reporting will be clearer as a result of such changes in course numbering.

Response
The solutions provided by the Independent Study Task Force have been implemented.

UNC BOG Academic Review (Feb 2013)
Recommendation
Adoption of best practice guidelines applicable to the delivery of independent study courses, such as those identified by the UNC-Chapel Hill Independent Study Task Force
Response
The solutions provided by the Independent Study Task Force have been implemented.

UNC BOG Academic Review (Feb 2013)
Recommendation
Development of electronic processes that will permit tracking of suspicious instances of clustering, and requiring annual reporting to the Chancellor, or his or her designee
Response
The Sr. Associate Dean for Undergraduate Education, the Faculty Athletic Representative and the Registrar complete a review of courses each semester. All classes with student-athlete enrollment greater than 20% of the total enrollments in the class are flagged, and the Senior Associate Dean for Undergraduate Education follows up individually with the chairs of each relevant department to gather information about the circumstances. The findings are shared with the FAR, the Registrar, and the FAC. The Registrar has implemented a Student Records Dashboard Reports system which enables department chairs to monitor compliance with credit hour policies. with pre-built reports and spreadsheet and create custom queries. The Registrar also has developed a Summary Dashboard system which enables department level personnel to access summary statistics. This tool is meant to offer an additional layer of oversight and review at the dean’s level to ensure compliance with credit hour policies, e.g., the number and percentage of instructors teaching more than two independent study courses in a term. Deviations can then be explored using the more detailed data available in the Student Records Dashboard Reports system.

7.0 Academic Support for Student-Athletes

ASPSA (Sept 2011)
Recommendation
Academic support services should be delivered based on academic preparedness, rather than exclusively on a team-by-team basis. Some student-athletes require more attention than others.
Response
ASPSA’s implementation of academic support via My Academic Plan (MAP) addresses the need for individualized attention for each student-athlete. Identified student-athletes will be given a MAP, an individualized academic plan based on the student’s needs, academic preparedness and courses. The MAP Program supports student-athletes with the transition from high school to college (or for transfer students, from another institution to UNC), teaches student-athletes to balance the demands of athletics, focuses on building effective study skills and fostering self-reliance, and supports independent learning.

ASPSA (Sept 2011)
Recommendation
Develop and share the vision. Developing a clear and shared vision for the academic development and success of all student-athletes irrespective of sport is important. Degree completion, development of academic skills, attainment of learning goals, and the realization of each student’s academic potential is the University’s goal for each student-athlete. A shared vision for the academic development and success of all student-athletes involves a commitment by all parties in the University community, including faculty, staff, administrators, coaches, family members, fellow students, advisors and counselors, ASPSA personnel, and even fans.
Response
The Department of Athletics, the Provost’s Office, the College of Arts and Science and other schools, as well as ASPSA share the University’s goal for each student-athlete:  degree completion, development of academic skills, attainment of learning goals, and the realization of each student’s academic potential. ASPSA is working to formalize their mission within this shared vision.

ASPSA (Sept 2011)
Recommendation
A shared vision for the academic development and success of student-athletes might also involve the development of a completion-to-degree plan but also an individualized academic development plan that evolves with the student-athlete’s progress. A formal developmental plan could be created by generating semester, monthly, and weekly calendars to help student-athletes manage and monitor academic workloads over the course of four (or more) years. Working with their academic advocate – their ASPSA academic counselor – who has adequate authority to negotiate with their coaches what is in their best academic interests, the academic success of student-athletes could be enhanced.
Response
ASPSA’s implementation of academic support via My Academic Plan (MAP) addresses the need for individualized attention for each student-athlete. Identified student-athletes will be given a MAP, an individualized academic plan based on the student’s needs, academic preparedness and courses. The MAP Program emphasizes the student-athlete’s transition from high school to college (or for transfer students, from another institution to UNC), teaches student-athletes to balance the demands of athletics, focuses on building effective study skills and fostering self-reliance, and supports independent learning. The MAP Program is not a degree completion program per se, but it does require the student-athlete to establish clear and attainable academic benchmarks, and seeks to develop skills that he/she needs to achieve them.

ASPSA (Sept 2011)
Recommendation
Collaborate with other units serving undergraduates:

  • The ASPSA should utilize University services when and where possible to create a system or network of academic support services that could supplement services provided by ASPSA. The University has numerous offices and programs that provide academic assistance and support including the Writing Center, Disabilities Services, the Learning Center and its Academic Success Program for Students with LD/ADHD, an Academic Advising Program, the North Carolina Health Careers Access Program, the Carolina Center for Public Service, and University Career Services, among many others.
  • When time allows, student-athletes should avail themselves of the numerous opportunities provided to all students. The professional staff of ASPSA should be actively engaged with these offices and centers to supplement what can be provided within ASPSA. The demands placed on student-athletes make access to these other programs difficult, but changes could be made to help student-athletes become even more effectively integrated into the University environment.

Response
ASPSA collaborates with numerous campus offices that provide academic assistance and support to students. For example, the College of Arts and Sciences Academic Advising Program expects student-athletes will have a meaningful academic advising interaction in each semester of their undergraduate career (e.g. individual advising appointment, small group advising or a pre-registration workshop). Two assistant deans devote half of their time to student-athletes, two senior academic advisors and one academic advisor spend one-third of their time advising student-athletes. These five individuals fulfill two full-time equivalents in ASPSA on a weekly basis and represent all three divisions within the Academic Advising Program — Fine Arts and Humanities, Social and Behavioral Sciences, Natural Sciences and Mathematics.

The AAP maintains a satellite office in the Loudermilk Center for Excellence to provide further times and locations for student-athlete academic advising. Services provided to student-athletes by the AAP:

  • Academic advising (from orientation to graduation)
  • Information Sharing (policies and procedures, major training, Advising and curriculum updates)
  • Communications/technologies to students, Advising, ASPSA and to campus partners
  • Policies/Procedures/Logistics (degree progression in conjunction with NCAA eligibility)

In addition to partnering with the AAP, the ASPSA also collaborates with the Kenan-Flagler Business School to provide undergraduate advising one day per week in Loudermilk.  Additionally, University Library Services provides help desk services in Loudermilk a few nights a week.

ASPSA (Sept 2011)
Recommendation
ASPSA, coaches, and the Department of Athletics should embrace the importance of student-athletes participating in other University programs for undergraduate students, such as undergraduate research and international experiences, which are part of the Carolina culture. The participation of student-athletes in these experiences should be tracked and publicly celebrated. In so much as it is possible, the University commitment to having undergraduates participate in First Year Seminars, undergraduate research, international activities, experiential education, service learning opportunities, etc. should extend to student-athletes.
Response
The University is seeking ways to emphasize greater student-athlete integration in the undergraduate academic culture at UNC, including participation in first-year seminars, undergraduate research opportunities and global learning experiences. Student-athletes increasingly participate in these high-impact academic activities. For example, when the football team traveled to Atlanta for a game, the team visited the Martin Luther King, Jr. Museum and Memorial. The Volleyball team traveled to Turkey and Italy in May 2014, accompanied by Assistant Professor David Navilinsky from the Department of Dramatic Art. It is helpful to acknowledge and track these high-impact academic activities that student-athletes experience.

ASPSA (Sept 2011)
Recommendation
Increase ASPSA Staff. It is necessary to increase the staff size in ASPSA and consider its organizational structure. The ASPSA is staffed with dedicated and accomplished professionals. Their schedules require that they rotate through study hall on nights and weekends. They are accountable to numerous constituencies: coaches, the public, faculty, staff, students, current student-athletes and recruits. They must also maintain a professional distance from the student-athletes they serve. Assigning Academic Counselors team-by-team has advantages but may also lead to duplicative services and complex reporting lines. It is clear, however, that coaches for each team need a reliable and consistent contact within ASPSA. This tension should be addressed in the light of the recent Bain report (now embodied in Carolina Counts) about efficient business processes that resulted in recommendations concerning spans and layers necessitating restructuring in many offices across campus to meet the recommendation of having 4-7 direct reports per supervisor.
Response
The ASPSA Director reports directly to the Executive Vice Chancellor and Provost and attends the Provost’s bi-monthly cabinet meetings.

ASPSA organization:

  • ASPSA Director
  • 4 Associate Directors, 2-4 direct reports each (three also are Academic Counselors, one also is a Learning Specialist)
  • 6 Academic Counselors (+1 three-quarter time Academic Counselor)
  • 2 Learning Specialists
  • 2 assistant learning specialists
  • 1 full-time Tutoring Coordinator (also an Academic Counselor)
  • 1 Assistant Tutoring Coordinator (also an Academic Counselor)
  • 2 Assistant Academic Counselors (interns)
  • Approximately 90+ tutors
  • 1 Office Assistant

In addition to their responsibilities to manage the department and support the academic success of student-athletes, the ASPSA Lead Team (Director and Associate Directors) also serve on University Committees:

  • Undergraduate Admissions Student-Athlete Reporting Working Group
  • ASPSA Faculty Advisory Committee
  • Faculty Athletics Committee
  • Student-Athlete Academic Initiative Working Group
  • University Retention Working Group
  • The College AAP Council

ASPSA (Sept 2011)
Recommendation
In the context of ASPSA restructuring and redefining position descriptions, this approach might suggest a reallocation of staff resources based on the support needs of the students. Some student-athletes are admitted to the University with academic deficiencies (for example reading level, writing experience, and computational skills) putting them at a disadvantage in classroom settings with other enrolled students at Carolina where the average academic credentials have improved dramatically in the past 10 years. It is an injustice to these matriculated student-athletes if they are not provided with skilled professionals to help mitigate these disadvantages. The academic support services provided to those students most in need should become more specialized and use the more varied approaches that have been shown to be effective in facilitating student learning. The ASPSA staff should include Reading/Writing/Learning specialists who can assist with the development of cognitive skills.
Response
The ASPSA has had a Reading/Writing/Learning Specialist staff position since August. 2011. With the hiring of an Associate Director/Learning Specialist in May 2014, there are three full-time learning specialists in the ASPSA. The ASPSA Director will evaluate the need for an additional Learning Specialist going forward.

ASPSA (Sept 2011)
Recommendation
National standards suggest that a ratio of 1 to 25 is the appropriate case-load for students who need the most academic support. Therefore, to appropriately address the needs of the 100-125 current student-athletes who fall into this high-need category, it is necessary to have 4 to 5 full-time professionals working in this area. There are some members of the ASPSA staff who are already working with this group of students, but there are not 4 full-time professionals devoted to these students. Although it may be necessary to phase in new specialized personnel over time, at least one full-time professional should be hired as soon as possible. Part-time staff may also be useful in this area. The associated costs may be offset in part by using clerical support personnel for functions such as textbook and computer distribution, where appropriate and where advanced degrees are not required.
Response
The ASPSA Director added one Assistant Tutor Coordinator to the Department in July 2013, one Academic Counselor in 2013-14 and an Associate Director/Learning Specialist in 2014-15. The Director will continue to evaluate the need for additional FTEs as hires are made and student-athletes’ needs are assessed. Additional ASPSA staff will bring UNC closer to this suggested ratio.

ASPSA (Sept 2011)
Recommendation
Professional staff members also need to participate in professional development activities as much as possible, to stay current with developments in their profession and for personal growth as well. Some of this can occur on campus and some professional development would be on a regional and/or national level.
Response
In 2013-14 and ongoing annually, each ASPSA staff member will have the opportunity to attend a national or regional conference N4A (National Association of Academic Advisors for Athletics), NCAA Regional Rules, or another specialized conference. Additionally, professional development opportunities will be offered on-campus (e.g., UNC professional development and training, bringing professional development expert(s) to staff retreats, etc.)

ASPSA (Sept 2011)
Recommendation
In addition, the reliance on tutors for access to content-specific course material necessitates hiring a full-time tutor coordinator who is responsible for recruiting, hiring, training, supervising, and evaluating tutors. In addition, the full-time tutor coordinator could help with access to the array of services available throughout the University and conduct exit interviews when tutors leave the program to ensure continuing compliance with NCAA regulations. All full-time staff would continue to rotate through the hours of study hall with some night and weekend presence (and perhaps travel with teams) expected. Permissible assistance by tutors on subject matter learning, test preparation, and assistance with writing assignments should be clearly outlined and consistent with UNC-Chapel Hill and NCAA standards. Any disagreement over what constitutes academic fraud should not result in jeopardizing student-athletes’ athletic eligibility so this is an area worthy of considerable attention.
Response
ASPSA currently employs a full-time Tutoring Coordinator and Assistant Tutoring Coordinator. In addition to their Tutoring Program responsibilities, both of these individuals also serve as Academic Counselors, which enhances the academic support services that they provide in both roles. Having two full-time Tutoring Coordinators makes it possible to increase for ASPSA to provide more tutoring services to student-athletes. It also increases ASPSA’s presence with student-athletes in the evenings during guided study and tutoring sessions. The Coordinators can complete formal observations of tutoring sessions and provide academic support services to more student-athletes.

ASPSA (Sept 2011)
Recommendation
Tutors. Tutors should be people with relevant academic experience, such as graduate students, retired University faculty, and/or current and former public school teachers who would undergo consistent professional development. These skilled, knowledgeable, and experienced individuals would employ a variety of methods in one-on-one sessions, small groups, and whole-group instruction as well as offer targeted academic programming during summer months and during breaks. The exhaustive training and supervision needed suggests that tutors who can work more than 8 or 10 hours per week provide distinct advantages. Hiring tutors with considerable background in the science of learning as well as content knowledge would also increase the expertise necessary to work effectively with student-athletes at all stages of their development. This strategy might have an impact on the number of undergraduate students serving as tutors. The tutor coordinator should be in the best position to identify tutors making effective use of the budget allocated for this purpose. In addition, the annual assessment and evaluation process should help guide these decisions.
Response
ASPSA’s Tutoring Coordinator and Assistant Tutoring Coordinator manage the assignments and appointments of 75+ part-time tutors who are alumni, graduate students, educators and other members of the Chapel Hill community with at least a bachelor’s degree (some have graduate degrees). Tutors have specialized experience in a variety of academic fields. Tutors must participate in a minimum of 4 hours of training in preparation to work with UNC’s student-athletes. ASPSA is developing additional training throughout the academic year. Undergraduate tutors are paid $12 per hour and all other tutors are paid at a rate of $15-$18 per hour. Undergraduate tutors must be approved by the ASPSA Director.

ASPSA (Sept 2011)
Recommendation
Tutors should be hired across sports using their content expertise wherever needed. It may be appropriate to hire both subject-matter tutors as well as writing tutors. The tutors who assist student-athletes with writing assignments should receive essentially the same training as the staff of the Writing Center. Appropriate ASPSA staff can implement the Writing Center tutor training model which the Writing Center will provide.
Response
In 2013-14 ASPSA increased its focus on providing continuous writing training for tutors. Many of the current writing tutors in ASPSA’s Tutoring Program also teach English at UNC.

ASPSA (Sept 2011)
Recommendation
Mentors assist with the development of study and time-management skills. The current program, which uses primarily undergraduate Education majors as mentors should be redesigned. It may be more appropriate to use graduate students, part-time staff, and others (for example retired faculty and staff) in this role than undergraduates. During the program’s redesign, it is appropriate to consider whether these mentors should also engage in subject matter tutoring and provide writing assistance. Until a new format can be designed and implemented, many of the services provided by mentors could be absorbed by the full-time ASPSA staff, by tutors, and by the Reading/Writing/Learning specialists. Redesigning this program may also be an appropriate task for a new tutor coordinator to undertake.
Response
ASPSA no longer offers a mentor program. In 2013-14, in conjunction with the implementation of the MAP Program (“My Academic Plan,” which offers individualized academic support to student-athletes who need it), ASPSA now offers guided study sessions led by Academic Counselors, Assistant Academic Counselors and tutors.

NCAA Public Infractions (March 2012)
Recommendation
ASPSA has abandoned the academic mentor program. Learning assistants now work with those student-athletes who are the least prepared for college-level academic work. Unlike academic mentors, learning assistants are not assigned to work with a single student-athlete for an entire academic term. They do not assist student-athletes with writing. All ASPSA learning assistants are graduate students, doctoral candidates, or current or former school teachers.
Response
ASPSA Assistant Learning Specialists work one-on-one with student-athletes throughout an entire academic term. Assistant Learning Specialists are graduate students, doctoral candidates, and/or current or former school teachers.

NCAA Public Infractions (March 2012)
Recommendation
ASPSA has imposed additional constraints on communications between student-athletes and their tutors and learning assistants. Contact between student-athletes and tutors outside of tutoring sessions, including communications by phone, email, social networking services, or text message, is expressly prohibited. Any communication between a student-athlete and his or her tutor must occur as part of an in-person tutoring session at the academic support center, or through the student-athlete’s academic counselor.
Response
The completion status of these recommendations is referenced in the annual NCAA Compliance Reports filed by UNC on an annual basis.

NCAA Public Infractions (March 2012)
Recommendation
ASPSA has hired dedicated writing tutors to assist student-athletes with papers and other writing assignments. Nearly all writing tutors are graduate students, and many of them teach English composition on campus. The vast majority of the more than 20 writing tutors currently on staff has completed coursework from the department of English and comparative literature dedicated to the teaching of writing in a college classroom.
Response
The completion status of these recommendations is referenced in the annual NCAA Compliance Reports filed by UNC on an annual basis.

NCAA Public Infractions (March 2012)
Recommendation
The department of athletics has substantially increased the budget to hire and retain tutors. This change enabled ASPSA to increase the percentage of graduate students, retired faculty, and community members who serve as tutors. ASPSA has reduced dramatically the number of undergraduate tutors it employs. Of the approximately 80 tutors ASPSA currently employs, fewer than five are undergraduates. The rest are graduate students or professionals, including many school teachers, from the local community.
Response
The completion status of these recommendations is referenced in the annual NCAA Compliance Reports filed by UNC on an annual basis.

NCAA Public Infractions (March 2012)
Recommendation
ASPSA has hired an additional reading, writing, and learning specialist to work with those student-athletes who are the least academically prepared for college, particularly in the areas of writing and reading.
Response
The completion status of these recommendations is referenced in the annual NCAA Compliance Reports filed by UNC on an annual basis.

NCAA Public Infractions (March 2012)
Recommendation
ASPSA has started the process of hiring a full-time tutor coordinator dedicated specifically to recruit, hire, train, supervise, and evaluate the performance of tutors. This new position frees academic counselors, one of whom previously coordinated tutor assignments, to devote more attention to the academic progress of student-athletes.
Response
The completion status of these recommendations is referenced in the annual NCAA Compliance Reports filed by UNC on an annual basis.

NCAA Public Infractions (March 2012)
Recommendation
ASPSA has expanded rules education and training for its tutors beyond that described in the institution’s response. Tutors now receive four evening training sessions at the beginning of each academic year. Training for the 2011-12 academic year featured, among other programming, a presentation by the associate director of the Undergraduate Tutorial Center at North Carolina State University. ASPSA also will provide additional training sessions more frequently during the academic year.
Response
The completion status of these recommendations is referenced in the annual NCAA Compliance Reports filed by UNC on an annual basis.

NCAA Public Infractions (March 2012)
Recommendation
ASPSA has expanded and improved its Tutor Handbook to include, among other material, more specific written guidance about helping student-athletes with writing assignments. The institution’s Judicial Programs Officer, who works closely with the Honor Court, reviewed and approved this portion of the Handbook.
Response
The completion status of these recommendations is referenced in the annual NCAA Compliance Reports filed by UNC on an annual basis.

NCAA Public Infractions (March 2012)
Recommendation
ASPSA now provides student-athletes with NCAA rules education above and beyond that described in the institution’s response. This additional education session, conducted as part of student-athletes’ orientation to ASPSA, addresses their work with tutors specifically and in detail. Among other instructions, student-athletes are reminded that they may not socialize with any tutor outside the Academic Support Center or work with a tutor who is not employed by the institution.
Response
The completion status of these recommendations is referenced in the annual NCAA Compliance Reports filed by UNC on an annual basis.

NCAA Public Infractions (March 2012)
Recommendation
Enhanced Rules Education Regarding Assistance Provided by Tutors. During team eligibility meetings prior to the start of the 2011 football training camp, the compliance staff provided detailed information to all football student-athletes about the level of assistance they should expect to receive from tutors. For example, student-athletes were informed that they are not permitted to communicate electronically with tutors – by email, text message, Facebook, or otherwise – and that all necessary communication between tutors and student-athletes should be either in-person at the Academic Support Center or directed through ASPSA’s full-time academic counselors. Additionally, student-athletes were reminded that tutors should never write or type on a student-athlete’s paper. Rather, the tutor should employ strategies to assist student-athletes in finding errors and identifying solutions. These messages previously had been delivered to student-athletes in other ways, but the institution has now added this issue to team eligibility meetings, as well. The compliance staff implemented this enhanced education for football student-athletes, but it also provides the same information to student-athletes in other sports.

These points of emphasis were reiterated by the compliance staff to tutors during their training session on August 23, 2011. Additionally, tutors were informed that they will be required to sign a statement at the end of each semester to certify that they followed all NCAA, University of North Carolina and ASPSA regulations, including those regarding electronic communication with student-athletes. The 2011-12 Tutor Handbook contains enhanced education regarding extra benefits and the scope of permissible academic assistance that may be provided to a student-athlete.
Response
The completion status of these recommendations is referenced in the annual NCAA Compliance Reports filed by UNC on an annual basis.

NCAA Public Infractions (March 2012)
Recommendation
The interim head football coach has indicated that the University of North Carolina, Chapel Hill ASPSA employee who coordinates academic support for football student-athletes will attend coaches meetings regularly.
Response
The ASPSA meets weekly with the coaching staff of the football, men’s basketball and women’s basketball teams to discuss academics. The ASPSA meets with other coaching staff as needed throughout the semester.

Rawlings Report (Sept 2013)
Recommendation
Insure that the unit that provides academic support services for student-athletes operates without any undue influence by athletics officials and staff, including coaching staff.
Response
Since 2013 the Director of ASPSA reports directly to the Executive Vice Chancellor and Provost.

Special Subcmte of the FEC (July 2012)
Recommendation
The director of the Academic Support Program for Student Athletes should only be reporting to the associate dean and director of academic services in the College of Arts and Sciences.
Response
Since 2013 the Director of ASPSA reports directly to the Executive Vice Chancellor and Provost.

Special Subcmte of the FEC (July 2012)
Recommendation
There should be clearer lines of accountability for academic advisors and counselors. Academic advising should be done in Steele and okayed by Loudermilk counselors, not the other way around. These are both important units but they do not have identical functions at this University.
Response
There are clear lines of responsibility between the College of Arts and Sciences Academic Advising Program (AAP) and ASPSA Academic Counselors. Two FTE Academic Advisors are dedicated to providing academic advising to student-athletes in Loudermilk.

Special Subcmte of the FEC (July 2012)
Recommendation
Why is there a separate center for support of athletes? We are aware that other schools do not follow this scheme. What are the risks of continuing this scheme? Does it structurally segregate athletes even further? Is it inherently confusing to have advisors, academic counselors, and learning specialists in various locations, reporting to different people? Despite the construction of an impressive center for academic support for student-athletes, are resources housed in the Loudermilk Center under staffed and under funded?
Response
The current arrangement for academic support for student athletes works well. The Working Group agrees that the University should have a more coordinated approach to academic support for all students (not just student-athletes). Resources could be shared across academic support offices.

UNC BOG Academic Review (Feb 2013)
Recommendation
Restructuring and realignment of the ASPSA under Academic Affairs
Response
Since 2013 the Assistant Provost & Director of ASPSA reports directly to the Executive Vice Chancellor and Provost.

8.0 Faculty Relations and Governance

Rawlings Report (Sept 2013)
Recommendation
Insure that the chancellor, subject to the general oversight of the governing board, system administration, or both, has ultimate authority, responsibility, and accountability for the administration of intercollegiate athletics, and state in writing any exceptions to this authority, responsibility, and accountability.
Response
UNC’s Director of Athletics has responsibility and overview of intercollegiate athletics and reports directly to the Chancellor.

Rawlings Report (Sept 2013)
Recommendation
Insure that the chancellor has delegated authority, responsibility, and accountability for the administration of the athletics department to the athletics director, and state any exceptions to that delegation.
Response
UNC’s Athletic Director has responsibility and overview of intercollegiate athletics and reports directly to the Chancellor.

Rawlings Report (Sept 2013)
Recommendation
Clarify the role and responsibility of any other institutional officer or board or committee that has responsibility for issues relating to intercollegiate athletics, or that plays an advisory role in intercollegiate athletics. Faculty committees in particular should have clearly-defined charges, roles and responsibilities.
Response
The roles and responsibilities of the FAC, the FAR, the ASPSA Advisory Committee, the Committee on Special Talent Admissions, the Provost and his direct reports all have been more clearly defined with regard to intercollegiate athletics.

Rawlings Report (Sept 2013)
Recommendation
Establish an annual internal audit and an external audit every four years to test adherence to these measures.
Response
Audits will be considered by the Chancellor and the Provost. The successor to the Working Group that produced this document will also continue to audit all aspects of the relationship between academics and athletics.

UNC BOG Academic Review (Feb 2013)
Recommendation
Reemphasis of the roles and contributions of the Faculty Athletics Committee (FAC) and the Faculty Athletic Representative (FAR)
Response
This recommendation has been implemented through restructuring of the FAC and continued involvement of FAC members and the FAR on various University committees.

UNC BOG Academic Review (Feb 2013)
Recommendation
Acquisition and use of Baker Tilly’s model for risk assessment and internal controls applicable to academic integrity as a best practice for reviewing and protecting academics at each campus.
Response
This recommendation is outside of the scope of the Working Group.

UNC BOG Academic Review (Feb 2013)
Recommendation
Development and implementation of systems and procedures similar to those developed for implementation by UNC-Chapel Hill at each campus
Response
This recommendation is outside of the scope of the Working Group.

UNC BOG Academic Review (Feb 2013)
Recommendation
Adoption of processes for the annual review by the Chancellor, or his or her designee, of all faculty teaching assignments and enrollments across all academic departments
Response
This recommendation is outside the scope of the Working Group but is addressed in the University’s faculty workload policies for each school.

UNC BOG Academic Review (Feb 2013)
Recommendation
Implementation of strategic planning processes to improve faculty engagement in athletics.
Response
In its Strategic Plan, the Department of Athletics has emphasized its alignment with the mission of the University, including Academics. The FAC focuses on alignment, as well.

10.0 Resources for Student-Athletes with Disabilities

ASPSA (Sept 2011)
Recommendation
The Office of Disability Services, the Academic Success Program for Students with LD and ADHD (housed in the Learning Center), and the ASPSA staff should work together with student athletes to develop creative ways for them to advocate for themselves when a documented disability provides them with access to the services mandated under federal law.
Response
The ASPSA facilitates evaluation and, when necessary, professional testing to help some student-athletes identify learning differences and disabilities. Either the student or the ASPSA, with permission from the student, releases assessment information to the ARS so that the student may request accommodations.

11.0 Eligibility and Compliance

ASPSA (Sept 2011)
Recommendation
This shared vision will be articulated in a policy that informs academic expectations and subsequent decisions with respect to student-athletes. For example, some athletic departments in other research universities have instituted a point system. If student-athletes accumulate a certain number of points for actions that undermine their academic progress (e.g., missed tutoring session, failing grades on assignments) then time is made available in student-athletes’ schedules for them to rebound academically before such actions lead to undesirable academic statuses (e.g., academic probation).
Response
A system for tracking points regarding student-athletes’ academic performance may be cumbersome and not useful. A better approach would be to rely on student-athletes to follow University and Athletics Dept policies regarding class attendance and progress toward graduation. ASPSA and Coaches work together to determine when a student’s actions and behavior necessitate intervention and possible restriction from athletic activities.

NCAA Public Infractions (March 2012)
Recommendation
A compliance staff member now works full-time from an office in the Academic Support Center. Her presence facilitates communication between ASPSA and the compliance staff and provides a ready resource for rules education and the reporting of potential violations.
Response
The AD has designated a senior staff member as a liaison to the Director of ASPSA. That individual has responsibilities for oversight of Compliance. As such, ASPSA maintains open communication with Athletics, and the Compliance Office in particular, regarding rules, education and reporting. To further strengthen this partnership, ASPSA has formalized the presence of Compliance by establishing standing meetings between departments.

NCAA Public Infractions (March 2012)
Recommendation
Certification of Ethical Conduct Requirement for the Department of Athletics. Effective December 2010, the Department of Athletics instituted a policy by which all new staff members and continuing staff members must, on an annual basis, sign a statement certifying that they have not engaged in activities specifically precluded by Bylaw 10.1. Additionally, the policy requires that staff members disclose either past or current involvement with agents, financial advisors, or representatives of agents or advisors (e.g., runners).
Response
This recommendation has been implemented.

NCAA Public Infractions (March 2012)
Recommendation
Enhanced Rules Education Regarding Agents, Extra Benefits, and Preferential Treatment. There was no indication during the joint investigation that student-athletes are not well educated on regulations concerning agents, extra benefits, and preferential treatment. Nonetheless, the institution’s compliance staff is enhancing the rules education provided to student-athletes in this area. The following efforts have already occurred, and continued enhancements will be added during the current academic year.
Response
This recommendation does not relate directly to academics and therefore does not fall within the responsibilities of the Working Group. It is being addressed by the Athletics Department. It is documented in the annual compliance reports that are filed with the NCAA.

NCAA Public Infractions (March 2012)
Recommendation
The 2010-11 Football Player Guide includes an educational document on agents and extra benefits. That material has been revised and included in the 2011-12 Football Player Guide. Additionally, the document has been edited to make it applicable to all sports and was provided to all student-athletes at their team eligibility meetings in the fall of 2011. During these meetings, student-athletes were directed specifically to review the document, and the compliance staff explained its contents in detail.
Response
This recommendation does not relate directly to academics and therefore does not fall within the responsibilities of the Working Group. It is being addressed by the Athletics Department. It is documented in the annual compliance reports that are filed with the NCAA.

NCAA Public Infractions (March 2012)
Recommendation
During each team’s eligibility meeting in the fall of 2011, the institution’s compliance staff provided direction to student-athletes regarding the NCAA’s stance on the receipt of benefits from former teammates who are no longer in college, including, but not limited to, professional athletes. Student-athletes were informed that they are not permitted to accept benefits from these individuals beyond those that are consistent with the benefits provided to the student-athlete by the individual when he or she was a fellow college student.
Response
This recommendation does not relate directly to academics and therefore does not fall within the responsibilities of the Working Group. It is being addressed by the Athletics Department. It is documented in the annual compliance reports that are filed with the NCAA.

NCAA Public Infractions (March 2012)
Recommendation
The 2011-12 Student-Athlete Handbook contains enhanced rules education concerning extra benefits and receipt of benefits from former teammates.
Response
UNC has two full time ASPSA staff members assigned to coordinate the tutoring program for student-athletes, which includes training and participation of the Compliance Office. The tutor manual has been revised to address potential extra benefits related to tutor assistance.

NCAA Public Infractions (March 2012)
Recommendation
The department of athletics has contracted with Cornerstone Sports Consulting, an outside agency, to provide football student-athletes with an educational program to better prepare them to make informed decisions as they navigate the agent selection process as upperclassmen. Representatives from Cornerstone will meet with upper class football student-athletes and their parents before a home football game during the 2011 season. Additionally, Cornerstone staff will meet with these student-athletes at various times during the academic year to assist them with the agent selection process responsibly, legally, and in compliance with NCAA rules.
Response
This recommendation does not relate directly to academics and therefore does not fall within the responsibilities of the Working Group. It is being addressed by the Athletics Department. It is documented in the annual compliance reports that are filed with the NCAA.

NCAA Public Infractions (March 2012)
Recommendation
Beginning in August 2011, the compliance staff mailed letters to all agents registered with the department of athletics. These letters identify the guidelines in place for football student-athletes regarding contact with agents during the football season. A student-athlete may not meet with an agent on campus unless the agent is registered with both the North Carolina Department of the Secretary of State and the Department of Athletics. The compliance staff also mailed copies of these letters to the parents of all senior football student-athletes. Additionally, the letter was provided to, and regulations reviewed with, all departmental staff members who work in the Kenan Football Center.
Response
This recommendation does not relate directly to academics and therefore does not fall within the responsibilities of the Working Group. It is being addressed by the Athletics Department. It is documented in the annual compliance reports that are filed with the NCAA.

NCAA Public Infractions (March 2012)
Recommendation
More Restrictive Agent Contact Policy. The football program has implemented a policy that limits football student-athletes’ contact with agents, runners, and financial advisors to specific times and locations. The policy provides:

  1. Student-athletes with eligibility remaining are permitted to have in-person contact with agents only in the on-campus Kenan Football Center.
  2. In-person contact is not permitted between the dates of August 1 through the end of the regular season.
  3. Phone calls during this time period are permitted only between the hours of 7p.m. and 10 p.m. on Sunday nights.
  4. Electronic communication (e.g., email, text messaging, and social networking) is prohibited from Thursday through Saturday.
  5. All literature must be sent through the compliance staff, which will deliver it to the student-athletes at an appropriate time. Student-athletes have been educated on this policy, and the compliance staff has sent a letter detailing the regulations to all agents who have registered with the department of athletics.

Response
This recommendation does not relate directly to academics and therefore does not fall within the responsibilities of the Working Group. It is being addressed by the Athletics Department. It is documented in the annual compliance reports that are filed with the NCAA.

NCAA Public Infractions (March 2012)
Recommendation
Expanded Compliance Staffing. Prior to the joint investigation, the department of athletics approved the addition of a compliance staff member with responsibilities concentrated in the area of financial aid. The goal of this staffing increase was to enable the associate director of athletics for compliance to focus efforts on enhancing the overall compliance program. The assistant director of compliance for financial aid began employment in May 2011. The assistant director of athletics for eligibility and certification, a member of the compliance staff, has relocated to ASPSA’s facility. This move provides for enhanced and timely communication between the compliance staff and ASPSA staff (including tutors), and also makes the compliance staff more accessible to the student-athletes, who frequent the academic support center.
Response
The Associate AD for Compliance and the Director of ASPSA have partnered on certification of eligibility (academic and otherwise) and will create a collaborative process for certifying all student-athletes. This process will include ASPSA, Registrar and Compliance Office participation.

NCAA Public Infractions (March 2012)
Recommendation
During the fall of 2010, the director of athletics convened a committee to conduct a review of the department of athletics’ compliance operation. This committee reviewed the staffing and responsibilities of the compliance office and compared them to the work performed by athletics compliance departments at other universities. It also explored D1NCAA, the Atlantic Coast Conference and the institution’s areas of compliance focus and made recommendations to efficiently and effectively improve the institution’s compliance efforts. Following this review, the committee recommended that the compliance office expand to include a fifth full-time staff member. The director of athletics has approved the addition of this staff member, whose responsibilities will concentrate in the areas of rules education and monitoring.
Response
This recommendation does not relate directly to academics and therefore does not fall within the responsibilities of the Working Group. It is being addressed by the Athletics Department. It is documented in the annual compliance reports that are filed with the NCAA.

NCAA Public Infractions (March 2012)
Recommendation
Travel Notification Forms. Beginning with the 2010-11 academic year, football student-athletes were required to complete a Travel Notification Form any time they left campus, as opposed to solely during extended academic year or football  breaks. Effective for the 2011-12 academic year, completion of these forms  requires that a student-athlete obtain prior permission, by signature, from his  position coach, the head coach, the associate director of athletics for football  administration, or the director of football student-athlete development. Football  staff members still use these forms to obtain contact information for the student-athletes, but they now review the forms to identify potential concerns about extra benefits or preferential treatment, as well. Football staff members will be reminded periodically in writing of their obligation to monitor these student-athlete forms and, in addition, to be attentive to any student-athlete communication that indicates the student-athlete might be at risk of engaging in conduct that violates NCAA legislation regarding impermissible benefits. If such concerns arise, football staff will address them with the student-athlete and the compliance staff.
Response
This recommendation does not relate directly to academics and therefore does not fall within the responsibilities of the Working Group. It is being addressed by the Athletics Department. It is documented in the annual compliance reports that are filed with the NCAA.

NCAA Public Infractions (March 2012)
Recommendation
Use of Football Center Facilities by Former Student-Athletes. Effective May 16, 2011, the department of athletics and the football program instituted a written policy concerning the use of Kenan Football Center facilities by former football student-athletes. All former football student-athletes who want to use Kenan Football Center facilities will be required to read and sign this policy annually, certifying both their understanding of the regulations and their agreement to abide by them. Additionally, appointed personnel in the Kenan Football Center will maintain attendance logs to record the days on which these individuals use the facility. Compliance staff will review these logs regularly.
Response
This recommendation does not relate directly to academics and therefore does not fall within the responsibilities of the Working Group. It is being addressed by the Athletics Department. It is documented in the annual compliance reports that are filed with the NCAA.

NCAA Public Infractions (March 2012)
Recommendation
Social Networking Policy. The department of athletics has implemented an updated policy regarding social networking use by student-athletes. The policy provides guidelines for student-athletes pertaining to their use of various social networking sites and informs them of online behavior that the department will not tolerate. The policy notifies student-athletes that at least one coach or administrator has been assigned to monitor sites regularly, including specifically evaluating postings that identify possible improper extra benefits or agent-related activities. The policy also provides direct contact information for the compliance office so that any concerns about a student-athlete’s posting or other online activity related to potential NCAA violations can be reported immediately to that office. Finally, the policy specifies a range of sanctions for violations, including termination of athletics grant-in-aid and dismissal from the team.
Response
This recommendation does not relate directly to academics and therefore does not fall within the responsibilities of the Working Group. It is being addressed by the Athletics Department. It is documented in the annual compliance reports that are filed with the NCAA.

NCAA Public Infractions (March 2012)
Recommendation
Parking Citations. The institution’s Parking Services Division will provide the department of athletics with biweekly reports of parking citations received by student-athletes during the academic year. The football program has implemented a policy that requires football student-athletes to pay all parking citations by the end of each month. If a football student-athlete receives four parking citations in a semester, he will lose driving privileges until all parking fines have been paid. If that student-athlete receives five parking citations in a semester, he will forfeit driving privileges for the rest of the academic term.
Response
This recommendation does not relate directly to academics and therefore does not fall within the responsibilities of the Working Group. It is being addressed by the Athletics Department. It is documented in the annual compliance reports that are filed with the NCAA.

Rawlings Report (Sept 2013)
Recommendation
Establish procedures to insure that those with authority and responsibility to govern the athletics programs of the institution are able to do so without improper influence from others within or outside the institution.
Response
This recommendation does not relate directly to academics and therefore does not fall within the responsibilities of the Working Group.

Rawlings Report (Sept 2013)
Recommendation
Insure that the unit that enforces compliance with the rules and regulations of the institution, conference, and/or NCAA has sufficient independence from athletics staff to meet its responsibilities properly.
Response
This recommendation does not relate directly to academics and therefore does not fall within the responsibilities of the Working Group.

Rawlings Report (Sept 2013)
Recommendation
Establish standards and expectations relating to the medical services provided student-athletes that specify, at a minimum, that coaches a) have no hiring or other supervisory role with regard to medical or athletic training staff who work with their own teams, and b) may not attempt to influence any member of the medical or athletic training staff regarding the medical treatment of a student-athlete.
Response
This recommendation does not relate directly to academics and therefore does not fall within the responsibilities of the Working Group.

Rawlings Report (Sept 2013)
Recommendation
Provide a method for staff to report to an external party (e.g., institutional legal counsel or institutional compliance officer) if delegations are compromised by individuals attempting to exercise undue influence contrary to documents of delegation intended to protect institutional control of intercollegiate athletics.
Response
This recommendation does not relate directly to academics and therefore does not fall within the responsibilities of the Working Group.

Rawlings Report (Sept 2013)
Recommendation
In the interest of further improving academic outcomes for all students participating on intercollegiate teams, UNC-CH should consider reducing the number of hours student-athletes devote to sports activities, both locally and on conference/national levels.
Response
This is an issue related to sports and/or extracurricular activities vs. NCAA mandated in-season practice limitations (20 hr/week). A national conversation is required to bring about possible changes.

Special Subcmte of the FEC (July 2012)
Recommendation
NCAA rules have real unintended consequences in the choice of a major, and in steering student-athletes to a narrower range of electives than their non-student athlete peers. What will be required in order to have honest conversations about these tradeoffs and how they affect the academic culture of the university?
Response
The NCAA has intentional consequences aimed specifically at earning a degree in five years. If a student-athlete does not make progress toward this goal, he/she may not participate in athletics. A student-athlete’s skills and abilities determine what courses and major he/she may choose, while also graduating in five years. For some majors, the availability of some courses and sections thereof can conflict with team sport practice times. Faculty and academic departments should seek to increase the flexibility for all students who have scheduling challenges and conflicts. UNC will continue to monitor the choices of classes and majors by student athletes and endeavor to provide them with as wide a range of choices as possible.

12.0 Academic Performance Monitoring

ASPSA (Sept 2011)
Recommendation
Academic success for student-athletes must continue to reflect Carolina’s tradition of excellence (including but not limited to retention and graduation) when student-athletes are studying for class as well as when they are on the field. Coaches and members of ASPSA’s professional staff should have the same definition of academic success and recognize that it may be necessary at some specific times for some individual student-athletes to be in training for classroom purposes instead of for their sport. Put another way, in appropriate cases ASPSA-sponsored academic activities may be required, even if they occasionally interfere with athletic-related activities. Coaches and ASPSA staff must be partners in this effort and reach mutually agreeable decisions. In rare circumstances when this does not occur, the Senior Associate Dean for Undergraduate Education and the Senior Associate Athletics Director for Student-Athlete Services will be involved.
Response
The ASPSA partners with the Department of Athletics to communicate academic performance monitoring to coaches, including Academic Progress Rate (APR), graduation rates and GPA. Coaches understand that some ASPSA-supported activities, (e.g., tutoring, psychoeducational testing) may interfere with athletic activities and they make exceptions accordingly. Further, the Department of Athletics supports an orientation program, as well as ongoing training, for coaches that emphasizes the admissions standards and academic expectations for UNC students and addresses the academic culture that student-athletes experience at Carolina.

Rawlings Report (Sept 2013)
Recommendation
UNC-CH and/or the Atlantic Coast Conference should develop a mandatory education program for coaches. Ideally such a program would serve as a national model.
Response
The Department of Athletics supports an orientation program, as well as ongoing training, for coaches that emphasizes the admissions standards and academic expectations for UNC students and addresses the academic culture that student-athletes experience at Carolina.

Special Subcmte of the FEC (July 2012)
Recommendation
We encourage the FAC to form a partnership with AD Cunningham to seek some transparent assurance that all team coaches are adhering to the idea of promoting the educational aspirations of student-athletes.
Response
UNC’s Department of Athletics and the Athletic Director support and participate in a strong partnership with the Faculty Athletic Committee.

ASPSA (Sept 2011)
Recommendation
Conduct a Program of Assessment and Evaluation. As with all units at the University, following the guidance of its major accreditation body, the Southern Association of Colleges and Schools (SACS), the ASPSA should incorporate a system of program evaluation into its operation in order to retain services that work and revise those that are less effective. At present, student-athlete eligibility, team and individual GPAs, the NCAA Academic Progress Rate, the NCAA’s Graduation Success Rate, and degree completion rates serve as indicators of ASPSA effectiveness. Though useful, these indicators are limited in providing information (e.g., program strengths, areas that need improvement) that will inform program decisions. Systematically collected data on program processes and outcomes are scarce making the establishment of a formal evaluation system useful. Such a system would include, but not be limited to, (a) documenting clear goals for student-athlete academic development, (b) articulating program operations with respect to these goals, (c) setting program benchmarks and criteria for success, (d) systematically collecting data on services, service delivery, and outcomes, (e) and the regular conduct of both formative (e.g., every two years) evaluations conducted by the professional staff of ASPSA and summative (e.g., every five years) by parties external to ASPSA.
Response
The ASPSA continues to use the following metrics to monitor student-athlete academic success:

Academic eligibility

  • Academic Progress Rate (APR)
  • Graduation Success Rate (GSR)
  • Federal Graduation Rate (FGR)
  • GPA

The ASPSA also partners with the Office of Institutional Research to measure and track outcomes of student-athlete participation in specific academic interventions, as well as high-impact educational opportunities:

  • My Academic Plan (MAP), which documents clear goals for student-athlete academic development, articulates ASPSA operations and approaches with respect to these goals and sets benchmarks and criteria for success.
  • Tutoring
  • Global education opportunities
  • First-year seminars
  • Faculty-led research
  • Participation in living-learning residential communities

These reports are shared with UNC leadership, the Department of Athletics and the Faculty Athletics Committee.

ASPSA (Sept 2011)
Recommendation
In addition, the accomplishments of student-athletes should be tracked and compared to the student body. Comparisons could be made concerning entering SAT, BE (by-examination credit based on AP or IB scores) credit, and class rank scores, as well as their progress toward graduation via GPA, retention and graduation rates, participation in Study Abroad and Undergraduate Research, etc. These benchmarks would be helpful when requesting additional staff members and for legitimate celebration of the success of Carolina’s student-athletes.
Response
The Working Group supports efforts to benchmark UNC’s student-athlete success with other comparable Universities.

Possible benchmarks:

  • Academic Progress Rate APR)
  • Graduation Success Rate (GSR)
  • Federal Graduation Rate (FGR)
  • GPA

Benchmarking data from the AAU Data Exchange (http://aaude.org/intro-to-aaude), compare with other top public universities.

The ASPSA has initiated an annual luncheon in which the academic accomplishments of student-athletes are celebrated, whether they are at the university, conference or national level.

14.0 Budgeting

Rawlings Report (Sept 2013)
Recommendation
The UNC-CH Board of Trustees has a fiduciary duty to oversee all university financial activities. This oversight responsibility is delegated to the Chancellor. Insure that the Chancellor or her designee serves on the Educational Foundation’s (Rams Club) Executive Board and has the opportunity to review and endorse the organization’s annual budget and any proposed major funding initiatives. We note that at times members of the Board of Trustees have simultaneously served on the Educational Foundation Executive Board. While there may be valid reason for dual appointments of this nature, there is also potential for a conflict of interest, or at least the appearance of such a conflict. UNC trustees simultaneously serving on these boards must hold their fiduciary responsibility to the university as primary.
Response
The Educational Foundation’s by-laws stipulate that its Board of Directors consists of 21 voting members, including one director appointed by the Chancellor, as well as her designee. Currently that designee is the Vice Chancellor for University Development. The University’s Director of Athletics and Faculty Athletics Representative are ex officio non-voting members of the Foundation’s Executive Board of Directors. The by-laws also stipulate that at least two current members of the UNC-Chapel Hill Board of Trustees will be voting members of the Educational Foundation’s Board of Directors. UNC Trustees’ primary fiduciary responsibility is always to the University. They sit on the Educational Foundation’s Board of Directors as Trustees of the University.

Rawlings Report (Sept 2013)
Recommendation
UNC-CH should revise the athletics department budget report to clearly delineate the spending that supports student-athletes’ educational, professional or career development (e.g., scholarships costs, summer school, career counseling, cost of attendance or other educational expenses not covered by a scholarship) as compared with other operating costs (staff salaries, recruiting, team travel).
Response
The Department of Athletics presents its budget, including detailed information regarding revenue and all operating expenses, annually to the Chancellor and to the Faculty Athletics Committee.

Rawlings Report (Sept 2013)
Recommendation
UNC-CH should make institutional financial data more transparent to the public by publishing NCAA financial reports; the athletics department budget, which may differ from the NCAA reports (because of the items listed in the previous recommendation); and additional financial data about long-term athletics debt and rates of change in athletics and academic spending.
Response
UNC’s Department of Athletics financial data is available in a variety of public reports and websites:

Rawlings Report (Sept 2013)
Recommendation
UNC-CH should commit to maintaining responsible spending patterns, regardless of whether or not a different national regulatory approach is adopted.
Response
Of course, UNC’s Department of Athletics is fully committed to responsible and transparent management of its operating budget.

Rawlings Report (Sept 2013)
Recommendation
UNC-CH should also consider taking a leadership position within the ACC, a specially selected network of peers, and the NCAA to promote broader changes to the financial model for Division I college sports.
Response
UNC is committed to research that explores recent national developments regarding student-athletes sharing in the financial success of intercollegiate sports. These changes will impact the financial model for Division I athletics and include:

  1. cost of attendance
  2. name, image and likeness
  3. Neal’s Legislation

Rawlings Report (Sept 2013)
Recommendation
Conferences and/or the NCAA can establish spending caps on specific sports for all team operating expenses. Case law has not addressed a total cap on team operating expenses but legal experts believe the preservation of athletics programs would serve as a pro-competitive justification for such a measure.
Response
This recommendation, which speaks to spending caps on specific intercollegiate sports, is outside the scope of the Student-Athlete Academic Initiative Working Group.

Rawlings Report (Sept 2013)
Recommendation
As recommended by the Knight Commission, conferences and/or the NCAA can create financial incentives based on athletic-to-academic spending ratios to discourage excessive spending on athletics and/or spending growth rates for athletics that are disproportionate with rates of change for academics. Such concepts can serve to more closely align the athletics enterprise to the academic enterprise.
Response
Athletic-to-academic spending ratios often do not accurately reflect all educational expenses, including research dollars and the School of Medicine. When all expenses are considered, dollars spent on academics ($4.3B) far outweighs dollars spent on athletics ($80M). To be clear:

  1. UNC does not subsidize intercollegiate athletic expense; as expenses grow, the Department of Athletics seeks opportunities for the generation of revenue
  2. Athletics does subsidize academic expenses at UNC, mostly by providing student aid. Funding for athletic scholarships are provided by the Educational Foundation’s fundraising efforts, and UNC’s annual licensing revenue provides approximately $4M annually to fund non-athletic scholarships

Rawlings Report (Sept 2013)
Recommendation
Also as recommended by the Knight Commission, the revenue distribution formulas for the FBS College Football Playoff and NCAA Division I Basketball Tournament can be revised to insure that educational and developmental outcomes are valued and that athletics success is not overemphasized.
Response
This recommendation is outside the scope of the Working Group and even the University.

Special Subcmte of the FEC (July 2012)
Recommendation
We encourage greater resources be put into both athletic counselors and academic advisors.
Response
Since the publication of this report in 2012, the Department of Athletics has provided annual funding for one FTE in academic advising in the College of Arts and Sciences Academic Advising Program, and annual funding for more than 90 academic tutors in the Academic Support Program for Student-Athletes.

 

17.0 Honor Court

NCAA Public Infractions (March 2012)
Recommendation
ASPSA has collaborated with the Honor Court and the Office of the Dean of Students to reinforce the importance of the institution’s Honor Code among student-athletes. In addition to annual Honor Court education sessions by institution administrators, members of each athletics team now lead peer-driven discussions about the importance of the Honor Code and the consequences of Code violations. Posters that feature student-athletes and the Honor Code will be placed not only in the Academic Support Center, but also in locker rooms.
Response
This recommendation has been implemented by the Department of Athletics and reports submitted to the NCAA.

Rawlings Report (Sept 2013)
Recommendation
Insure that student-athletes are subject to general disciplinary rules and codes of conduct applicable to other students at the institution, including the same procedures and sanctions; assure as well that all athletics department policies are applicable specifically to all student-athletes, and that all communications regarding student-athletes between athletics department staff and student disciplinary staff are routed through the athletics director or his/her designee(s).
Response
All students at UNC are subject to the University’s disciplinary rules and code of conduct. Student-athletes could be subject to additional sanctions from the NCAA.

The Department of Athletics has a designated administrator who serves as a liaison to the Office of Student Conduct. However, University policy supersedes this recommendation that all communication regarding student-athletes should be routed through this liaison. Every member of the UNC community has an individual responsibility to report honor code violations.

18.0 Student Athlete Development

ASPSA (Sept 2011)
Recommendation
The SCORES program (Summer College Opportunities for Realizing Educational Success) for football student-athletes is conducted during the second summer session for first-year students. The ASPSA and the Office of Student-Athlete Development could collaborate on ways to focus the program more on academic skills, rather than on life skills.
Response
The ASPSA and Student Athlete Development approach the academic orientation of student-athletes strategically, offering a variety of academic skills and life skills workshops to student-athletes during the summer before their first year. Both academic skills and life skills training add value to student orientation. The Working Group supports the implementation of faculty-led academic transition and success courses that would eliminate the need to deliver additional academic skills workshops as part of SCORES.

ASPSA (Sept 2011)
Recommendation
The ASPSA staff and coaches should encourage student-athletes to take full advantage of other programming provided by the Department of Athletics (for example, the Carolina Leadership Academy, Career Development, Life Skills Seminars, and compliance activities).
Response
Student-athletes participate in a wide variety of high-impact learning opportunities. CREED, the first year program in the Baddour Carolina Leadership Academy, is required for all first-year student athletes, and all athletes are encouraged to participate in leadership development training, life skills seminars, community outreach, and career development events throughout their time at Carolina. The Working Group supports the concept of developing for-credit courses that integrate these experiences.

NCAA Public Infractions (March 2012)
Recommendation
The football program has embraced changes at ASPSA. The summer SCORES program for football student-athletes now provides additional focus on academic skills and expectations.
Response
SCORES (Summer College Opportunities for Realizing Educational Success) runs during the five weeks of Summer Session II and consists of approximately 10-12 1.5 hour meetings. During these meetings, Student Athlete Development and the ASPSA lead workshops focused on life skills as well as academics.

If UNC continues to admit athletes to matriculate in January, the University will implement more extensive Orientation programs for these students.

21.0 Ongoing Review and Improvement of Processes

Rawlings Report (Sept 2013)
Recommendation
UNC-CH should develop a formal consortium of like-minded universities with similar academic standards that will enable discussion of creative solutions to the problems and risks posed by intercollegiate athletics.
Response
UNC is committed to leading conversations related to the student-athlete experience and does so through its involvement in various national and conference level committees and organizations. These discussions happen frequently, both formally and informally, with peer institutions.

Rawlings Report (Sept 2013)
Recommendation
Within the first 12 months of its administration, UNC’s executive leadership (chancellor, provost, legal counsel and other senior administration with athletics oversight) should seek advice from senior leadership at selected peer institutions concerning their oversight responsibilities for college athletics. This information sharing could be done independently or as part of the recommended relationship with a “network of peers.”
Response
The Student-Athlete Academic Initiative Working Group was established in fall 2013 and reviewed and documented all academic processes for student-athletes at UNC. Throughout this review the Working Group queried numerous peer institutions. Inquiries included: orientation, course selection during the first year and ongoing, assessments and learning disability support services, excused absences and make-up exam policies, and faculty involvement and faculty athletics committees.

The UNC executive leadership team takes responsibility for oversight of athletics very seriously and has had many conversations with leaders of other universities about issues at the intersection of academics and athletics.