Using Data to Create Successful Academic Support Programs for High Profile Sports

Tommy PowellAssistant Provost

Student-Athlete Academic Development

Syracuse University is a private research university of extraordinary academics, distinctive

offerings, and an undeniable spirit.

Key Facts

• Founded in 1870, Students can choose from more than 200 majors, 100 minors, and 200 advanced degree programs across Syracuse’s 13 academic units.

• An undergraduate population of just over 15,000 students from all 50 U.S. states and 126 countries.

• A Student-Athlete population representing 39 U.S. states and 25 countries.

What initial data are we using?

• IPP– Core GPA– SAT/ACT Scores

• High School Transcripts• Internal test

Core High School GPA

Exam Scores

Single Year Eligibility Rate

Is there a relationship??

1st year GPA • Test Scores• 1st year Credits Earned• ? –Fill in the blanks

• Example

Multiple RegressionSUMMARY OUTPUT

Regression Statistics

Multiple R 0.823963

R Square 0.678915

Adjusted R Square 0.648336

Standard Error 0.219852Observations 24

ANOVA

df SS MS F Significance FRegression 2 2.14622 1.07311 22.20163 6.6E-06Residual 21 1.01503 0.048335Total 23 3.16125

Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0%

Intercept 0.316512 0.375139 0.843719 0.408335 -0.46363 1.096656 -0.46363 1.096656

Test Scores 0.001821 0.000514 3.539447 0.001943 0.000751 0.00289 0.000751 0.00289

Hrs. earned 0.01573 0.014482 1.086207 0.289699 -0.01439 0.045847 -0.01439 0.045847

How are we doing?

• GSR – 92%– 12th in the Power 65

• APR – 7 teams with NCAA Public Recognition Awards– 4th place among Power

65 schools head to head with like teams

By the Numbers

By the Numbers

The System

• The Freshmen Transition– Academic Coordination

• School & College Collaboration• Balanced class load based on

competition season• Class planning & 4-year plan• Summer School

Main responsibilities of our Academic Coordinators

• To monitor our student-athletes’ semester-by-semester academic progress to ensure that it is meeting the NCAA academic benchmarks, that they are making satisfactory progress towards their degree, and that they are in a position to be successful academically

• We also function as:

¨ Second set of eyes¨ Cheerleader

¨ Life Coach

¨ Role Model

¨ Etiquette guide/coach¨ Advocate

¨ Interpreter/translator

¨ Their “person”¨ All-around problem solver

¨ Cultural Attaché¨ English teacher

¨ Tutor

¨ Educator¨ Scheduler/Assistant

Coordinating vs. Advising• We don’t advise. We help students build schedules based on what

courses and requirements home college advisors advise them to take, while helping to keep in mind their other responsibilities and goals.

To put it simply: As Coordinators, We Coordinate

• Things we help students coordinate as they build their schedules:– Are you in-season or not?

• If yes, what does travel look like for you?• If not, can you handle more than just the minimum credits to enable your in-

season semesters to have more flexibility?– What are your interests?– Are you planning to IUT/change majors?

• If yes, did you communicate that with your campus advisor?– What are your professional goals, and what does that look like for

your graduation date?

Advising process for Student-Athletes

We work with Registrar’s Office to determine times for key classes ASAP to try to plan practice times

S-A’s instructed to meet with their home college/major advisors to discuss course selection

S-A’s talk with AC’s to try to determine best practice times for team if not already established

S-A’s try to create schedule with minimal conflicts. AC’s assist as a 2nd set of eyes on conflicts.

Conflicts?

No = All set!!!

Yes = Send S-A back to HC advisor for alternatives if possible (e.g. - substitute course, can it be taken during summer/winter, etc.)

Alternatives?

No = Communicate with Coach what student conflicts are

Yes = Students create a list of alternatives with campus advisors

S T

A R

T

FINISH

Student-Athlete Schedule

The System

• The Freshmen Transition– Instructional Assistants

• Syllabi breakdown• Weekly objectives• Tracking grades & assignments• Time management• Study skills• Test preparation• Review Session

The System• The Freshmen Transition– Content Tutoring

• Assigned by Academic Staff• Begins 2nd week of classes• Frequency 1-2 times per week• Tutor consistency

– The “S” Project• Personal Development• Career Development• Community Service• Health & Wellness

– Nutrition, Mindfulness, Mental Health Support

The System

• The Freshmen Transition– Accountability

• Established and consistent coaches meetings

• Academic Data Reports to Provost’s office

• Academic Data Reports to the Board of Trustees 3 times a year

• Academic Data Reports to Admissions – Building confidence with the

admissions office• Academic Data Reports to Faculty

Oversight • Academic Data Reports to Faculty

Athletics Representative

The System

• Sophomore through Senior Years– Working towards independence – Academic Coordination/Advising– Content Tutoring as needed– Instructional Assistants as needed– Working the 4-year plan

Questions?