Date of Award
2012
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Abraham S. Fischler College of Education
Advisor
Jennifer Reeves
Committee Member
Sylvia Auton
Committee Member
Ronald P. Kern
Keywords
academic achievement, academic-life skills curriculum, academics, athletic curriculum, collegiate athletics, college transition, Division I athletics, eligibility, first-year students, GPA, life skills, nonrevenue sports, organization, outcomes-based evaluation, qualitative research, quantitative research, social adjustment, student-athletes, study skills, time management, transition to college, writing skills
Abstract
This applied dissertation was designed to provide an academic-life skills curriculum for student-athletes at the Division I level. The curriculum will be used to improve the academic achievement rate for student-athletes and to assist in their social adjustment to college.
The researcher developed an academic-life skills curriculum that was implemented in weekly meetings with freshmen student-athletes. The meetings focused on improving academic and life skills using a variety of methods. These methods included group discussions, one-on-one guidance, written assignments, campus tours, PowerPoint presentations, podcasts, and email notifications. The success of the program was determined by conducting an outcomes-based program evaluation consisting of both quantitative and qualitative data. The research questions focused on the academic and transition results at the midterm and end of the student-athletes’ first semester in college. The quantitative data examined student-athletes’ grades; the qualitative data were obtained from feedback from instructors and informal group interviews with the student athletes and coaches of the athletic team. This evaluation allowed the researcher to assess the academic-life skills curriculum in meeting its goal of improving academic achievement and assisting in the successful transition of student-athletes from high school to college, as well as incorporating recommendations to the curriculum for future use.
The academic-life skills curriculum that was implemented during the freshmen student athletes’ first semester at college focused on organization, time management, writing, study skills, and life skills. The study found that the academic-life skills curriculum was successful in assisting freshmen student-athletes transiting from high school to college. Quantitative and qualitative data were measured after 8 weeks and 16 weeks of implementation of the academic-life skills curriculum. After participating in the academic-life skills curriculum, 90% of the freshmen student-athletes had GPAs of at least 2.50, 60% of the freshmen student-athletes had GPAs of at least 3.00, and 100% of the freshmen student-athletes were eligible for competition. The freshmen student athletes believed the academic-life skills curriculum assisted them in adjusting to the collegiate lifestyle and balancing their academic and athletic responsibilities.