introduction to self-study report · institution self-study instrument report - lipscomb university...

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2003-2004DIVISION IATHLETICSCERTIFICATIONSELF-STUDYINSTRUMENT

Institution Self-Study Instrument Report - Lipscomb University

Introduction to Self-Study Report

of 118Date Printed Nov 11, 2004


Institutional Information

1. Type of Institution: Private

2. Year institution was founded: 1891

3. Special Affilation? Yes Religious

4. Coeducational? Yes

5. Total student enrollment (undergraduate and graduate combined) [using a full-time-equivalency (FTE) basis]: 2360

6. Number of Faculty [using a full-time-equivalency (FTE) basis]: 251

7. Highest level of academic degree offered: Masters

8. Institution's governing entity: Board of Trustees

9. a. Regional accreditation agency: Southern Association of Colleges and Schools

9. b. Date of most recent regional accreditation self-study: 1996

9. c. Current accreditation status: Fully accredited

Athletics Information

1. Subdivision status of athletics program (Academic Year 2004): I-AAA

2. Conference affiliation(s) or independent status (Academic Year 2004):

Baseball Atlantic Sun Conference

Men's Basketball Atlantic Sun Conference

Men's Cross Country Atlantic Sun Conference

Men's Golf Atlantic Sun Conference

Men's Soccer Atlantic Sun Conference

Men's Tennis Atlantic Sun Conference

Softball Atlantic Sun Conference

Women's Basketball Atlantic Sun Conference

Women's Cross Country Atlantic Sun Conference

Women's Golf Atlantic Sun Conference

Women's Soccer Atlantic Sun Conference

Women's Tennis Atlantic Sun Conference

Women's Track, Indoor Atlantic Sun Conference

Women's Track, Outdoor Atlantic Sun Conference

Women's Volleyball Atlantic Sun Conference




3. Athletics program structure ('X' all that apply):

X one combined athletics department separate men's and women's departments incorporated unit separate from institution department within a physical education division

4. Date of NCAA major infractions case(s) (if any) since previous certification self-study and impact (if any) on the areas of the certification program.

No infractions.

5. Other signification events (with dates) in the history of intercollegiate athletics program:

1931 Junior College intercollegiate athletics begins with men's basketball and women's basketball

1949 McQuiddy Gymnasium dedicated

1977 NAIA Baseball National Championship

1979 NAIA Baseball National Championship

1986 NAIA Men's Basketball National Championship

1999 Begin Four-year NCAA Division I Provisional membership

2001 Allen Arena dedicated

2001 Accept conditional membership in the Atlantic Sun Conference

2003 Granted active NCAA Division I membership

2003 Granted full membership in the Atlantic Sun Conference

2004 Women's basketball win regular season championship; ASUN tournament championship and make first appearance in the NCAA Women's Basketball National Championship Tournament

Previous Certification Self-Study

4. Changes in key senior-level positions, institutional or athletics program, (if any) since the institution's previous certification self-study.

None

5. Significant changes impacting the institution and/or athletics program, if any (e.g., conference affiliation, sports sponsored, changes in admissions standards, significant changes in graduation rates, changes in mission statement of the athletics program, changes in fiscal stability/condition of the athletics program), since the institution's previous certification self-study:

None.

Certification Self-Study Information

1. Steering Committee Chair: Mr. Phil Ellenburg

2. Chief report writer/editor of self-study report: Dr. Elaine Griffin




3. Describe the extent of broad-based participation of campus constituencies in the self-study. Specifically, report on the opportunities that actually were provided to various individuals or groups in the broad-campus community to: (a) offer input into the self-study report before its findings and plans for improvement were formulated, and (b) review the self-study report after it was drafted.

The membership of the Steering Committee and of the subcommittees who were responsible for drafting the reports in each area provides evidence of broad-based campus participation. During the investigative process, members of each of the subcommittees interviewed various individuals and groups on campus regarding assigned questions for each of the operating principles. In late April, the Steering Committee met and reviewed as a whole the work of the individual subcommittees in preparation of the draft report. The Self Study draft was posted on the University website for approximately six weeks offering the campus community and outside constituencies as well the opportunity to provide input. Campus wide e-mail messages in addition to announcements at various University meetings encouraged members of the campus community to review the draft report and respond.

4. Provide a copy of the institution's written plan for conducting the self-study.

PLAN FOR COMPLETING SELF STUDYNCAA CERTIFICATION

I. University Goals for NCAA Certification:

a. Conduct a comprehensive self-study of the institution's intercollegiate athletics program within the time frame of the certification process

b. Develop a process that will involve a wide range of campus and community representatives outside of the Athletics Department as well as individuals within the intercollegiate athletics program

c. Evaluate the self-study in relation to the operating principles and self-study items established by the National Collegiate Athletic Association (NCAA)

d. Utilize the self-study, peer review, and plans for improvement as educational tools to:

1. Inform individuals on campus and in the community about the athletic program's goals and purposes, the challenges facing athletics and the ways in which athletics supports the institution's mission

2. Provide insight into the improvement and future direction of the program

3. Ensure that the Lipscomb University athletic program is operating in full compliance with NCAA certification principles and other pertinent NCAA, Atlantic Sun Conference (ASUN) and institutional regulations

II. Function and Composition of Steering Committee and Subcommittees:

A steering committee was appointed by President Flatt to coordinate the NCAA self study process. Dr. Phil Ellenburg, University General Counsel, has been appointed Chair of the Steering Committee. Dr. Ellenburg has the authority from the President to speak and act on behalf of the institution in regards to this study and to ensure that the stated goals of the process are achieved. Dr. Ellenburg has ready access to the President and will meet on a regular basis for information sharing. The Chair has the responsibility to ensure that subcommittee chairs complete their assignments, that draft documents are edited, and that the final self-study report is properly edited, reviewed and distributed. This committee consists of the following individuals:

Steering CommitteePhil Ellenburg, Chair, General Counsel Terry Briley, Professor of Bible, Dean of College of Bible & Ministry Jeff Mankin, Assistant Professor of Accounting Jim Thomas, Professor of Communication, Dean of College of Education & Professional Studies Candice McQueen, Assistant Professor of Education Steve Flatt, President Steve Potts, Athletic Director Lin Garner, Associate Professor of English, Assistant Athletic Director/Academics and Senior Women's Administrator Butch Stinson, Member of Board of Trustees, Chairman of Student Affairs Committee Jim Arnett, Professor of Biology




Craig Bledsoe, Provost Mary Morris, Assistant Professor of Education, Director of Center for Character Development Kent Johnson, Professor of Exercise Science and Chair of Department of Kinesiology and Faculty Athletic RepresentativeAl Carman, Member of Board of TrusteesCountess Metcalf, Member of Board of TrusteesLauren Baker, Student-AthleteKeino McWhinney, Student

The responsibilities of the Steering Committee, under the direction of the Chair, are to: 1. Ensure that pertinent data has been collected and organized 2. Coordinate activities of the subcommittees and monitor progress of the self-study 3. Review the institution's previous pilot certification self-study and other pertinent reports 4. Review subcommittees' preliminary and final reports 5. Maintain a written record of the process including: a. Dates of steering committee meetings and individuals in attendance b. Dates of subcommittee meetings and individuals in attendance c. Produce and distribute the final self-study report

Furthermore, four separate sub committees have been appointed, whose membership includes the following:

Academic Integrity Subcommittee

Terry Briley, Chair, Professor of Bible and Dean of College of Bible & MinistryJanet Cates, RegistrarSteve Prewitt, Assistant Professor of English and Associate Provost for Academic AffairsKent Johnson, Professor of Exercise Science and Chair of Department of Kinesiology and Faculty Athletic RepresentativeMike Hammond, Professor of Education and Chair of Education DepartmentJunior High, Associate Professor of EducationAl Austelle, Associate Professor of Computer ScienceRandy Bouldin, Assistant Professor of MathematicsPaul Prill, Professor of CommunicationSteve Rhodes, Professor of MusicLynn Griffith, Professor of Health & Physical Education and Head Coach of Men's & Women's TennisWynn Fletcher, Head Coach of BaseballJon Goad, Head Coach of Men's SoccerLauren Baker, Student-AthleteSeth Kuwik, Student-AthleteAndrew Denton, StudentAndrea Hyde, Student

Equity, Welfare and Sportsmanship SubcommitteeCandice McQueen, Co-Chair, Assistant Professor of Education Matt Hearn, Co-Chair, Professor of English and Chair of English Department Darrell Duncan, Associate Vice President/Accounting Services Johanna Woollard, Instructor in Business Administration and Director of Adult StudiesMelodie Miller, Director of Multicultural Affairs Lee Camp, Assistant Professor of BibleScott Hoover, Assistant Professor of Business Richard Jones, Associate Professor of Education Lin Garner, Assistant Athletic Director/Academics and Senior Women's AdministratorTrish Hodgson, Assistant Professor of Health & Physical EducationAndy Lane, Head Coach of Women's Softball and Associate Athletic DirectorFrank Bennett, Head Coach of Women's Basketball and Assistant Professor of Computer ScienceScott McDowell, Associate Provost for Student Development and Dean of Campus LifeJenger Parrish, Head Coach of Women's SoccerClay Nicks, Head Coach of Men's and Women's Cross CountryAdrienne Childers, Student-AthleteCourtney Dirks, Student-AthleteJames Poindexter, Student-AthleteKeino McWhinney, StudentCourtney Nicks, Student




Governance and Compliance SubcommitteeJim Thomas, Chair, Professor of Communication, Dean of College of Education & Professional Studies Hazel Arthur, Assistant Professor of Social Work and Chair of Department of Social Work and SociologyGeorge Goldman, Assistant Professor of Bible Wade Sandrell, Vice President/Enrollment and Marketing Mary Morris, Assistant Professor of Education and Director of Center for Character DevelopmentJeff Jewell, Associate Professor of Business Administration Karita Waters, Director of Financial Aid Ruth Henry, Assistant Professor of Exercise Science Mike Kendrick, Associate Professor of Business Administration and Chair of Department of Management Gary Hall, Professor of Mathematics John Ezell, Assistant Athletic Director/ComplianceScott Sanderson, Head Coach of Men's BasketballBrandon Rosenthal, Head Coach of VolleyballRalph Samples, Head Coach of Men's and Women's GolfCandice Cox, Student-AthleteDavid Lavender, Student-AthleteRobert Mott, Student-AthleteTessa Gillespie, Student

To facilitate data collection, the Director of Athletics and the Senior Women's Administrator is an ex-officio member to all subcommittees.

The subcommittees' responsibilities are to: 1. Collect and analyze data in their respective areas 2. Recommend plans for improvement 3. Prepare the preliminary and final drafts for review by the Steering Committee in the pre-established time

3. Campus Involvement:Broad-based campus involvement will be assured by: 1. Utilizing representative subcommittees to investigate the self-study areas identified above Subcommittee members will: a. Interview authoritative individuals in appropriate offices b. Interview and survey student-athletes and other appropriate individuals c. Obtain documentation to support their findings - Draft reports will be written and reviewed by members of each subcommittee - Opportunity will be provided for comments by all subcommittee members, as well as the Steering Committee - A self-study report will be made available to the campus community for input.

4. Institution's Campus Liaison and Chief Report Writer:

Steve Potts, Director of Athletics, has been designated as the Institution's Campus Liaison. The Institution's Campus Liaison is responsible for fielding questions from institutional personnel and forwarding them to the NCAA staff member, and for coordinating preparations for the evaluation visit. Dr. Elaine Griffin, Assistant Provost, has been designated as the Chief Report Writer. The Chief Report Writer will determine report format, convey that information to the subcommittee chairs, and assimilate subcommittee reports into a coherent document, and identify areas where additional supportive data are required.

5. Schedule for Completing Self Study:

October 2003Steering and subcommittee members appointed by Dr. Flatt; tentative written plan developed

October 2003First meeting of the steering committee

November 2003Written plan for conducting the self-study due to NCAA representative

December 2003Orientation visit by the NCAA

January 12-31, 2004Subcommittees meet: discuss self-study items, determine assignments, begin to compile data, information resources and appendices for reports




February 1-15, 2004Subcommittees meet: continue to compile data, information resources and appendices for reports and begin to develop responses to self study items, evaluate conformity with operating principles, and develop plans for improvement

February 16-29, 2004Subcommittees meet: continue development of responses to self study items, evaluation of conformity with operating principles, and development of plans for improvement

March 1-16, 2004Subcommittees meet: continue development of responses to self study items, evaluation of conformity with operating principles, and development of plans for improvement

March 17-31, 2004Subcommittees prepare draft reports

April 1-15, 2004Steering committee meets: reviews draft submitted by Governance and Commitment to Rules Compliance subcommittee; reviews draft submitted by Fiscal Integrity subcommittee; reviews draft submitted by Academic Integrity subcommittee; reviews draft submitted by Equity, Welfare and Sporting Conduct subcommittee

April 16-30, 2004Subcommittees meet: responds to concerns of steering committee as applicable

May 1-June 30, 2004Subcommittees meet: responds to concerns of steering committee as applicable

July 1-31, 2004Subcommittee draft reports submitted to Chief Report Writer

August 1-September 3, 2004Draft report made public on Lipscomb's Web site; comments solicited from entire Lipscomb University community and target groups

September 4-11, 2004Subcommittees review feedback from University community and target groups to prepare final reports

September 12-26, 2004Chief report writer prepares final draft

September 27-30, 2004Steering Committee reviews final draft report and provides updates, comments and suggestions for improvement

October 1-8, 2004Revisions made and report submitted to President for review

October 9-15, 2004Final document made available to the public via the Lipscomb University Web site; availability communicated via electronic and print media

Final report submitted to NCAA

November 2004Media release announcing that self study is complete

January 2005Committee on Athletics Certification review

February 20 - 22, 2005Peer Visit

6. Conference Office Participation:

Lipscomb University will involve the Atlantic Sun Conference (A-Sun) in the self study process. Mr. Steve Sturek, Assistant Commissioner for Compliance, is an ex-officio member of the steering committee. He will participate in the orientation process and will accompany the peer-review team on its campus visit. Mr. Sturek will also work with the various subcommittees as a resource person and advisor. He will ensure that the institution develops,




implements, and reports corrective actions identified as a normal part of the certification process. We believe Mr. Sturek is a valuable resource to the University regarding NCAA and A-Sun policies.

7. Institutional Guidelines for Writing and Editing the Self Study Report:The format of the report will be written according to the guidelines established by the NCAA in the self-study instrument. Each subcommittee chair will be responsible for assigning writing responsibilities to subcommittee members. Furthermore, each subcommittee chair is responsible for ensuring the completeness and coherence of the subcommittee's report and giving final approval before review of the document by the steering committee. The University's Web site will be used to facilitate communication and review documents.

8. Process for Reviewing Subcommittee Reports:

Each subcommittee chair will be responsible for reviewing with and formally recommending its respective report to the steering committee. Subcommittee drafts will be available on the Web site for steering committee review.

9. Process for Reviewing and Developing the Final Self-Study Reports:

Each subcommittee will draft sections of the self-study report including evaluation of self-study responses against the operating principles and development of institutional plans for improvement. The steering committee will review the subcommittee drafts posted to the Web site. The steering committee will identify areas where additional supportive data are required, and direct the chief report writer to make modifications to the report as necessary. It will be the chief report writer's responsibility to assimilate subcommittee reports into a coherent document. A draft document will be made public on Lipscomb's Web site and comments will be solicited from the Lipscomb University community. After review and final approval by the steering committee, the report will be submitted to the Lipscomb University Board of Trustees for information. The report will then be submitted to the NCAA.

10. Communication of the Self-Study Report Results:

The final report, once reviewed by the NCAA, will be distributed to all interested parties which will include the university community, external constituents and the media. The report will be made available through the University's Web site for review by a wide audience. Availability of the documents for review can be made via email to subsets of the Lipscomb community, or the entire campus. Other vehicles will be identified and used as appropriate.


Governance and Commitment to Rules Compliance


Operating Principle

1.1 Mission of the Athletics Program and the Institution

Self-Study Items

1. List all "corrective actions," "conditions for certification" or "strategies for improvement" imposed by the NCAA Division I Committee on Athletics Certification in its first-cycle certification decision (if any) as they relate to Operating Principle 1.1 (Mission of the Athletics Program and the Institution). In each case, provide: (a) the original "corrective action," "condition" or "strategy" imposed; (b) the action(s) taken by the institution; (c) the date(s) of the action(s); and (d) an explanation for any partial or noncompletion of such required actions. Please note, the institution is not required to respond to recommendations for required actions developed by the peer-review team unless those same recommendations were adopted by the Committee on Athletics Certification.

Not applicable.

2. List all actions the institution has completed or progress it has made regarding all plans for improvement/recommendations developed by the institution during its first-cycle certification process for Operating Principle 1.1 (Mission of the Athletics Program and the Institution). Specifically include: (a) the original plan; (b) the actions(s) taken by the institution; (c) the date(s) of the action(s); (d) actions not taken or not completed; and (e) explanations for partial completion. Please note, the institution will not be required to fulfill an element of a first-cycle plan if the element does not affect conformity with an operating principle.

Not applicable.

3. Describe any additional plans for improvement/recommendations relating to Operating Principle 1.1 (Mission of the Athletics Program and the Institution) developed by the institution since the first-cycle certification decision was rendered by the Committee on Athletics Certification.

Not applicable.

4. List all actions the institution has completed or progress it has made regarding required actions identified by the NCAA Committee on Athletics Certification during the institution's interim-report process (if applicable) as they relate to Operating Principle 1.1 (Mission of the Athletics Program and the Institution). Specifically, include for each: (a) the required action, (b) the action(s) taken by the institution, (c) the date(s) of these action(s), (d) action(s) not taken or completed, and (e) explanation(s) for partial completion of such required actions.

Not applicable.

5. Please provide the athletics program mission statement and indicate the date of formal approval of the latest versions.

Not applicable.

6. Please provide text excerpts from the institution's mission statement that correlate to the mission statement of the athletics program.




Not applicable.

7. Explain how the mission of the athletics program relates to that of the institution as a whole.

Not applicable.

8. Describe how and to whom the athletics program's mission statement is circulated.

Not applicable.

9. Please provide specific examples demonstrating how the athletics program's mission and goals are or are not supported by the actual practices of the athletics program.

Not applicable.

Evaluation

1. Does the institution demonstrate that the mission and goals of the athletics program relate clearly to the mission and goals of the institution? Currently No

2. Does the institution demonstrate that the mission and goals of the athletics program support the educational objectives, academic progress and general welfare of student-athletes? Currently No

3. Does the institution demonstrate that the mission and goals of the athletics program support equitable opportunity for all students and staff, including women? Currently No

4. Does the institution demonstrate that the mission and goals of the athletics program support equitable opportunity for all students and staff who are minorities? Currently No

5. Does the institution demonstrate that the mission and goals of the athletics program embrace the Association's principles of sportsmanship and ethical conduct? Currently No

6. Does the institution demonstrate that the mission and goals of the athletics program are widely circulated among the institution's internal and external constituencies? Currently No

7. Does the institution demonstrate that the actual practices of the institution's athletics program are consistent with the athletics program mission and goals? Currently No




Elements StepsIssues in the Self-Study Measureable Goals Steps to Achieve Goals I n d i v i d u a l s / O f fi c e r s

R e s p o n s i b l e f o r Implementation

Specific Timetable for Completing the Work

Edit element to input the issue. Edit element to input the goal. Edit step to input the step to achieve goal.

Edit step to input responsibility. Edit step to input step's timetable.




Operating Principle

1.2 Institutional Control, Presidential Authority and Shared Responsibilities

Self-Study Items

1. List all "corrective actions," "conditions for certification" or "strategies for improvement" imposed by the NCAA Division I Committee on Athletics Certification in its first-cycle certification decision (if any) as they relate to Operating Principle 1.2 (Institutional Control, Presidential Authority and Shared Responsibilities). In each case, provide: (a) the original "corrective action," "condition" or "strategy" imposed; (b) the action(s) taken by the institution; (c) the date(s) of the action(s); and (d) an explanation for any partial or noncompletion of such required actions. Please note, the institution is not required to respond to recommendations for required actions developed by the peer-review team unless those same recommendations were adopted by the Committee on Athletics Certification.

No corrective actions required.

2. List all actions the institution has completed or progress it has made regarding all plans for improvement/recommendations developed by the institution during its first-cycle certification process for Operating Principle 1.2 (Institutional Control, Presidential Authority and Shared Responsibilities). Specifically include: (a) the original plan; (b) the actions(s) taken by the institution; (c) the date(s) of the action(s); (d) actions not taken or not completed; and (e) explanations for partial completion. Please note, the institution will not be required to fulfill an element of a first-cycle plan if the element does not affect conformity with an operating principle.


3. Describe any additional plans for improvement/recommendations relating to Operating Principle 1.2 (Institutional Control, Presidential Authority and Shared Responsibilities) developed by the institution since the first-cycle certification decision was rendered by the Committee on Athletics Certification.


4. List all actions the institution has completed or progress it has made regarding required actions identified by the NCAA Committee on Athletics Certification during the institution's interim-report process (if applicable) as they relate to Operating Principle 1.2 (Institutional Control, Presidential Authority and Shared Responsibilities). Specifically, include for each: (a) the required action, (b) the action(s) taken by the institution, (c) the date(s) of these action(s), (d) action(s) not taken or completed, and (e) explanation(s) for partial completion of such required actions.


5. Based upon the institution's experience in the last three years, list the decisions related to intercollegiate athletics in which the institution's governing board or individual board members have been significantly involved (if any).

In the last three years, the Board of Trust has formally approved the university's annual operating budget, including funding for the Athletic Department.

The executive committee of the Board of Trust gave permission and authority to the university administration to accept an invitation to become affiliated with the Atlantic Sun Conference.




List of Sources for Narrative:1. Minutes of Board of Trust, May 3, 20032. Minutes of Board of Trust, February 8, 20033. Minutes of Board of Trust, November 2, 20024. Minutes of Board of Trust, November 2, 20015. Minutes of Board of Trust, February 2, 20026. Minutes of Board of Trust, May 4, 20027. Minutes of Board of Trust, August 3, 20018. Minutes of Board of Trust, May 5, 20019. Minutes of Board of Trust, February 3, 200110. Interview Steve Potts, Director of Athletics February 26, 200411. Interview Butch Stinson, Board Member and Chair of Student Affairs Committee, March 2, 2004

6. Based upon the institution's experience in the last three years, list the decisions related to intercollegiate athletics in which the institution's chief executive officer has been significantly involved.

The President is involved in the decision-making process for the annual operating budgets for all University programs including intercollegiate athletics, and presents the budget to the Board of Trustees. He is involved in any major decision that relates to intercollegiate athletics, as he is with major decisions concerning any part of Lipscomb University.

Decisions and actions in which the President has been significantly involved during the past three years include:a. Relocating the softball field. (1; 26; 27; 32, p. 5)b. Investigating Lipscomb's starting a non-scholarship football team. (3; 9; 10; 11; 16; 17; 18; 19; 20; 21; 22; 30; 31; 33, p. 13)c. Encouraging staff and others to attend athletic contests. (12; 15)d. The possibility of placing artificial turf on the soccer field. (13; 14; 36, p. 4)e. Notifying the NCAA after determining that Lipscomb was not in compliance with the rules for athletic scholarship versus non-athletic scholarship students being compensated for living off campus. (23; 24)f. Determining whether to continue compensation of scholarship students living off campus. (28)g. Forming the NCAA Compliance Self-Study Committee. (27) h. Adding Women's Indoor Track and Field as a sport here at Lipscomb. (29)i. Joining the Atlantic Sun Conference. (7; 32, p. 10; 35, p. 8)j. Looking at compliance with Title IX. (2; 3; 4; 5; 6; 7; 8)k. Approving the annual athletic budget. (32, pp. 5-7; 34, p. 3; 36, pp. 4-6; 37, p. 6; 38, p. 5, 39, pp. 10-11)l. Meeting with the Athletic Director each week and discussing intercollegiate athletics at Lipscomb. (36, p. 7; 37, p. 7)m. Overseeing the reporting of the state of Lipscomb athletics to the Board of Trustees. (32, pp. 1-12; 33, p. 10; 36, p. 7; 38, p. 10; 39, p. 7; 40, p. 10)n. Naming Allen Arena. (34, p. 5)

List of Sources for Narrative:1. Minutes of the President's Cabinet Meeting, February 1, 20012. Minutes of the President's Cabinet Meeting, July 19, 20013. Minutes of the President's Cabinet Meeting, July 26, 20014. Minutes of the President's Cabinet Meeting, August 9, 20015. Minutes of the President's Cabinet Meeting, August 23, 20016. Minutes of the President's Cabinet Meeting, August 30, 20017. Minutes of the President's Cabinet Meeting, September 6, 20018. Minutes of the President's Cabinet Meeting, September 13, 20019. Minutes of the President's Cabinet Meeting, October 4, 200110. Minutes of the President's Cabinet Meeting, November 29, 200111. Minutes of the President's Cabinet Meeting, December 9, 200112. Minutes of the President's Cabinet Meeting, April 11, 200213. Minutes of the President's Cabinet Meeting, August 15, 200214. Minutes of the President's Cabinet Meeting, September 19, 200215. Minutes of the President's Cabinet Meeting, December 5, 200216. Minutes of the President's Cabinet Meeting, January 16, 200317. Minutes of the President's Cabinet Meeting, January 30, 200318. Minutes of the President's Cabinet Meeting, February 6, 200319. Minutes of the President's Cabinet Meeting, February 13, 2003




20. Minutes of the President's Cabinet Meeting, March 27, 200321. Minutes of the President's Cabinet Meeting, April 3, 200322. Minutes of the President's Cabinet Meeting, April 10, 200323. Minutes of the President's Cabinet Meeting, August 7, 200324. Minutes of the President's Cabinet Meeting, August 14, 200325. Minutes of the President's Cabinet Meeting, August 28, 200326. Minutes of the President's Cabinet Meeting, September 4, 200327. Minutes of the President's Cabinet Meeting, October 16, 200328. Minutes of the President's Cabinet Meeting, October 23, 200329. Minutes of the President's Cabinet Meeting, November 20, 200330. Minutes of the President's Cabinet Meeting, December 11, 200331. Minutes of the President's Cabinet Meeting, December 18, 200332. Minutes of the Board of Trustees, February 3, 2001, pp. 5, 7, 10, 1233. Minutes of the Board of Trustees, May 5, 2001, pp. 10, 1334. Minutes of the Board of Trustees, August 3, 2001, pp. 3, 535. Minutes of the Board of Trustees, November 3, 2001, p. 836. Minutes of the Board of Trustees, February 2, 2002, pp. 4, 6, 737. Minutes of the Board of Trustees, May 4, 2002, pp. 6, 738. Minutes of the Board of Trustees, November 2, 2002, pp. 5, 1039. Minutes of the Board of Trustees, February 8, 2003, pp. 7, 10, 1140. Minutes of the Board of Trustees, May 3, 2003, p. 10

7. Describe the process by which the institution makes major decisions regarding intercollegiate athletics. In so doing, describe the role and authority of the institution's governing board, the chief executive officer, the athletics board or committee (if one exists), the faculty athletics representative(s), the director of athletics, and any other appropriate campus constituencies (e.g., faculty, students, institutional personnel involved in rules-compliance activities) in this process.

Issues that require major decisions are typically initiated by the Athletic Director in consultation with the President. This would include issues that deal with significant budget implications (i.e., facilities enhancements), conference affiliation or major governance matters.

After an initial consultation with the President, the AthleticDirector would gather input and information from appropriate members of the athletic department staff, including the Senior Women's Administrator, Faculty Athletic Representative, Compliance Officer and Coaches. Some decisions would also require input and information from other campus officials, such as the Provost, Vice-President for Financial Affairs, Vice-President for Enrollment and Marketing, the University General Counsel, or the Student Affairs Committee of the Board of Trustees.

The Athletic Director would then take a recommendation to the President and the President's Cabinet for review. Depending on the nature of the decision, the President may make the final decision with input from the Cabinet, or the President may seek Board of Trustee approval.

Lipscomb University is a private, church-related school and is one of the two educational institutions operated by David Lipscomb University, which is governed by a self-perpetuating Board of Trustees. These two institutions, the university and the campus school, operate under the general supervision of the President of Lipscomb University, with each having an appropriate administrator. The Lipscomb University organizational chart can be found in Exhibit 1.2.7.

The Director of Athletics, Associate Director of Athletics, Assistant Director of Athletics for Academics and Senior Women's Administrator, Assistant Director of Athletics for Compliance, Director of Marketing, and the Director of Media Relations form the Athletic Department Management Group. The Management Group holds weekly meetings to discuss administrative and management issues affecting the department. (Athletics Policies & Procedures Manual 03-04)

Board of Trustees

The Board of Trustees provides oversight and broad policy formulation for intercollegiate athletics in the same manner it does for other units of the university. The Board of Trustees has a Student Affairs Committee which




reviews activity affecting students at the university, including athletic (intercollegiate and intramural) programs. The bylaws and policy manual of the Board of Trustees establishing the Student Affairs Committee read as follows:

Bylaws

Section 9: Student Affairs Committee:

The Student Affairs Committee shall review activity affecting students at the university, other than those matters relating to the academic program. Such activity would include recruitment and admissions, athletics (intercollegiate and intramural), campus life, and other non-academic matters affecting student retention and satisfaction. The Student Affairs Committee will consider proposals on such matters; and report and make recommendations thereon to the Board of Trustees as may be required. The Provost, the Vice President of Financial Affairs, the Vice President of University Advancement, and the Director of Athletics shall be ex officio members of this committee.

Board Policy ManualArticle VII, Section 9, iii: Student Affairs Committee:

The Student Affairs Committee shall review activity affecting students of the university other than those matters relating to the academic program. Such activity would include recruitment and admissions, athletics (intercollegiate and intramural), campus life, and other non-academic matters affecting student retention and satisfaction. The Student Affairs Committee will consider proposals on such matters; and report and make recommendations thereon to the Board of Trustees as may be required. The Provost, the Vice President of Financial Affairs, the Vice President of University Advancement, and the Director of Athletics shall be ex officio members of this committee

The Faculty Handbook states: Any organization or group, formal or informal, proposing to use the name of Lipscomb, or to associate itself with the university in any manner, and/or to solicit or invite members from the Lipscomb roster, or from the alumni, or to approach the public in any way in behalf of Lipscomb, must be an approved organization working with the university under a regular and accepted set of principles. Approval would require a petition to the president, approval of such other persons as might be consulted, approval of the Executive Council, and final approval of the Board of Trustees. This requirement applies alike to students, faculty, patrons, friends, or anyone else proposing to use the name, roster, alumni, friends or influence of Lipscomb University.(Faculty Handbook, 2003-04).

President

The President is involved in the decision process for the annual operating budgets for all University programs including intercollegiate athletics and presents the budget to the Board of Trustees. He is involved in any major decision that relates to intercollegiate athletics, as he is with major decisions concerning any part of Lipscomb University.

The president shall:

A. be the chief executive officer, the operating and coordinating head of the institution.B. devote entire time to the interest of the university and shall not serve full time with any local congregation during the term of office.C. teach or cause to be taught the Bible every school day to every full time student enrolled. The Bible shall be taught by teachers who are sound in the faith and faithful in their lives to its sacred truths.D. preside over the deliberations of the Executive Council and shall make reports of the council's work to the Board.E. direct public relations, contacts, etc., which shall include the interpretation of the work of the university to the public, the making of useful contacts for the university and the raising of funds for the maintenance and extension of the university.F. in connection with the executive vice presidents and/or duly authorized persons shall prepare and submit an annual budget for the maintenance and extension of the university. The budget is to show the major items for which expenditures for the past year were made, the proposed expenditures for the new year, and shall be in line with the income of the past year and probable income of the new year. The budget shall be presented by the president to the Board for its study and approval.G. work with the Vice President of Financial Affairs whose duties include:1. managing the business and financial affairs of the institution.2. working closely with the following committees: Finance and Real Estate, Buildings and Grounds, Planning and




Budgeting, Facilities and other committees involved in long-range planning.3. assisting the president in analysis, coordination, and preparation of the annual budget.4. providing investment information and analysis to the Finance and Real Estate Committee to assist their investing of the university's endowment and trust account portfolio.5. supervising the following areas:a. human resources, which includes personnel, payroll, compensation, and employee benefits.b. accounting services, which includes student accounts, accounts payable, general accounting, and budget reporting.c. campus services which includes auxiliary services, facilities, purchasing, construction, and the campus calendar. Auxiliary services includes the bookstore, campus card system, copiers, foodservice, long distance, laundry, post office, and vending.d. finance and endowment accounting which includes investment accounting, trust administration, construction accounting, life insurance accounting, real estate management and investment consulting services.H. in conjunction with the vice president and director of campus school, coordinate the total program of education and activities of the campus school.I. work with the Vice President of University Advancement whose duties include:1. organizing and directing a program of public relations aimed at obtaining the goodwill and support of churches of Christ, alumni, and the general community.2. organizing and directing a program of alumni involvement with the university.3. overseeing special events on campus.4. supervising the work of the directors of three centers: Character Development, Leadership Excellence, and Spiritual Renewal.J. work with the Vice President for Enrollment Management and Marketing (recruitment, admissions, financial aid, and retention).K. work with the athletic director who supervises the intercollegiate athletics programL. direct work of the General Counsel.

(From Faculty Handbook 2003-04)

Athletics Board or Committee

Although Lipscomb University does not have an Athletics Board that oversees all of the facets of athletics, the university does utilize a system of committees that govern activities of athletics and athletes. These committees are listed in Exhibit 1.2.7a.

Faculty Athletics Representative

The FAR is a member of an institution's faculty or administrative staff who is designated by the institution's chief executive officer or other appropriate entity to represent the institution and its faculty in the institution's relationship with the NCAA and its conference (2003-2004 NCAA I Manual, 4.02.2). The FAR should be a member of the institution's faculty or an administrator who holds faculty rank and shall not hold an administrative or coaching position in the athletics department. The duties of the FAR shall be determined by the member institution (2003-2004 NCAA I Manual, 6.1.3).

The FAR at Lipscomb University reports to the Chief Executive Officer and works closely with the Director of Athletics, theAssistant Director of Athletics for Academics, and the Assistant Director of Athletics for Compliance.

8. Please provide the composition of the athletics board or committee, if one exists, including titles and positions.

Lipscomb University does not have an Athletics Board that oversees all of the facets of athletics. The various committees listed in section 1.2.7 function in support of the athletics programs.

Information to be available to the peer-review team, if requested:

1. Minutes of athletics board or committee meetings.2. Composition of the institution's governing board (including titles and positions).3. Minutes of the institution's governing board meetings. (Please flag those that relate to the athletics program or




athletics interests).4. Published policies of the institution's governing board. (Please flag those that relate to the athletics program or athletics interests.)5. An institutional organizational chart and an athletics department organizational chart.

Information to be available for review by the peer-review team, if requested:

Minutes of athletics board or committee meetings.•Composition of the institution's governing board (including titles and positions).•Minutes of the institution's governing board meetings. (Please flag those that relate to the athletics program or athletics interests.)

•

Published policies of the institution's governing board. (Please flag those that relate to the athletics program or athletics interests.)

•

An institutional organizational chart and an athletics department organizational chart.•

Evaluation

1. Does the institution demonstrate that the institution's governing board provides oversight and broad policy formulation for intercollegiate athletics in a manner consistent with other units of the institution? Currently Yes

2. Does the institution demonstrate that the chief executive officer is assigned ultimate responsibility and authority for the operation and personnel of the athletics program? Currently Yes

3. Does the institution demonstrate that appropriate campus constituencies have the opportunity, under the purview of the chief executive officer, to provide input into the formulation of policies relating to the conduct of the athletics program and to review periodically the implementation of such policies? Currently Yes







Lipscomb University has not developed a wri t ten job description for the Faculty Athletics Representative detailing the duties and responsibilities of the position

The job description is written and included in the Athletics Policies and Procedure Manual

President and Faculty Athletics Representative meet to construct job description

President of the University and Provost

January 1, 2005




Operating Principle

1.3 Rules Compliance

Self-Study Items

1. List all "corrective actions," "conditions for certification" or "strategies for improvement" imposed by the NCAA Division I Committee on Athletics Certification in its first-cycle certification decision (if any) as they relate to Operating Principle 1.3 (Rules Compliance). In each case, provide: (a) the original "corrective action," "condition" or "strategy" imposed; (b) the action(s) taken by the institution; (c) the date(s) of the action(s); and (d) an explanation for any partial or noncompletion of such required actions. Please note, the institution is not required to respond to recommendations for required actions developed by the peer-review team unless those same recommendations were adopted by the Committee on Athletics Certification.


2. List all actions the institution has completed or progress it has made regarding all plans for improvement/recommendations developed by the institution during its first-cycle certification process for Operating Principle 1.3 (Rules Compliance). Specifically include: (a) the original plan; (b) the actions(s) taken by the institution; (c) the date(s) of the action(s); (d) actions not taken or not completed; and (e) explanations for partial completion. Please note, the institution will not be required to fulfill an element of a first-cycle plan if the element does not affect conformity with an operating principle.


3. Describe any additional plans for improvement/recommendations relating to Operating Principle 1.3 (Rules Compliance) developed by the institution since the first-cycle certification decision was rendered by the Committee on Athletics Certification.


4. List all actions the institution has completed or progress it has made regarding required actions identified by the NCAA Committee on Athletics Certification during the institution's interim-report process (if applicable) as they relate to Operating Principle 1.3 (Rules Compliance). Specifically, include for each: (a) the required action, (b) the action(s) taken by the institution, (c) the date(s) of these action(s), (d) action(s) not taken or completed, and (e) explanation(s) for partial completion of such required actions.


5. Describe how the activities of the institution's athletics booster groups, support groups and other representatives of the institution's athletics interests are maintained under the clear control of the institution, including whether institutional personnel serve on booster-club, support group or foundation boards.

The Bison Club serves as the official booster club for the Department of Intercollegiate Athletics at Lipscomb University. Funds for the Bison Club are obtained through dues as membership. Institutional control is assured by the Athletic Director, Associate Athletic Director, and the Assistant Athletic Director for Compliance. All contributions are channeled by the Athletic Director to the Advancement Office and Accounting Department, and are subject to the annual independent audit. This audit report is given to the President of the university.




List of Sources for Narrative:1. Lipscomb Athletics Policies and Procedures Manual, 2003, pp. 4-6.

6. Identify how the institution has organized itself to maintain compliance with NCAA rules. Specify the individual (other than the institution's compliance officer/coordinator) who the CEO designates as being responsible for the institution's rules compliance. Also, include a description of the reporting lines for and responsibilities assigned to the faculty athletics representative, director of athletics, compliance coordinator, coaches, and other key individuals inside and outside athletics (e.g., registrar, financial aid officer, admissions director, internal auditor) who are responsible for documenting and monitoring compliance with NCAA rules, including but not limited to eligibility certification, investigation and self-reporting of violations and monitoring of financial aid.

The Director of Intercollegiate Athletics is appointed by and reports to the President and has been designated by the President as the individual responsible for the university's rules compliance. The Director is responsible for the administration and management of the Department of Intercollegiate Athletics in a manner consistent with the philosophy and purpose of the university, and with the rules and regulations of the NCAA and the Atlantic Sun conference. The Director establishes administrative policies and procedures, provides leadership on compliance and policy issues, prepares annual budget requests, monitors departmental budgets and approves expenditures, supervises and evaluates coaches and staff, promotes athletics events and programs, coordinates fund-raising activities, and approves athletic schedules.

The Faculty Athletics Representative is appointed by and reports directly to the President.

The Faculty Athletics Representative is an advocate for the academic integrity of the Department of Intercollegiate Athletics and for the academic welfare of Lipscomb's student-athletes. The Faculty Athletics Representative plays a very active role in the certification process of academic eligibility for student-athletes by certifying the eligibility checklists and squad lists for each team. The Faculty Athletics Representative also attends A-Sun and NCAA meetings.

Lipscomb employs an Assistant Director of Athletics for Compliance (hereafter referred to as the Compliance Coordinator), who reports to the Director of Intercollegiate Athletics and has direct access to the President, to assist the athletic coaches and staff, university faculty and staff, student-athletes and representatives of athletics interests in complying with the Atlantic Sun Conference (A-Sun) and NCAA rules and regulations. The Compliance Coordinator directs continuing-rules-education at weekly head coach meetings, annual workshops with the entire coaching staff, annual workshops with each team of student-athletes, through monthly newsletters to all athletics staff, and through annual newsletters to Lipscomb faculty/staff and representatives of athletics interests. The Compliance Coordinator is responsible for keeping coaches and staff up-to-date on any legislation or proposals for regulation/deregulation, and therefore attends annual NCAA and A-Sun compliance seminars. The Compliance Coordinator is responsible for monitoring NCAA compliance, interpreting compliance questions from coaches, faculty/staff and student-athletes, and seeking clarification of compliance issues with the A-Sun and NCAA as needed. The Compliance Coordinator is also responsible for implementing recommendations from compliance review audits conducted by the A-Sun office. The Compliance Coordinator works with the Athletics Eligibility Certification Committee and advises the Director of Intercollegiate Athletics on an ongoing basis.

The Assistant Athletic Director for Academics, also designated as the Senior Woman's Administrator, is responsible for monitoring all academic issues concerning student-athletes. She is a member of the Athletics Eligibility Certification Committee and works with that committee and the Compliance Coordinator to monitor student-athletes' good academic standing, full-time academic status, satisfactory progress, and progress toward a degree. She also monitors student-athletes' grade point averages and consults with the Compliance Coordinator about initial and transfer eligibility and the declaration of majors and minors according to university, NCAA, and Atlantic Sun regulations.

The head coach of each sport is directly responsible to the Director of Intercollegiate Athletics and is appointed by the Director with the approval of the President. Coaches are required to be knowledgeable of and adhere to NCAA, A-Sun, and institutional rules. Head coaches are responsible for recruiting student-athletes, conducting practice schedules, recommending game schedules and equipment purchases, managing team budgets, and advising the Director of Intercollegiate Athletics of any infraction of NCAA, A-Sun, or institutional policy.

Officers in the Student Financial Aid office, Admissions office, and the Registrar's office are specifically designated to manage issues in their respective areas of responsibility related to student-athlete academic and financial aid




eligibility. An officer in the office of Admissions and the Registrar certify the academic eligibility on the eligibility checklists of each team. An officer from the office of Student Financial Aid certifies the financial aid on the squad list for each team. Officers in these areas report through their regular chain of command. Officers from these areas, in addition to the Faculty Athletics Representative, Senior Women's Administrator, and Compliance Coordinator, comprise the Athletic Eligibility Certification Committee. The Committee meets on a regular basis (several times at the beginning of each semester and summer) to discuss eligibility and financial aid issues. Additionally, the Committee members are afforded opportunities to attend NCAA and/or A-Sun seminars and conferences. All committee members have access to the NCAA Compliance Assistant software, which is used for the certification reports.

Each year all coaches and appropriate staff members are required to sign the NCAA Certification of Compliance For Staff Members of Athletics Departments form. In doing this, the individual signing the form certifies to the President of the university that he/she has reported any known violations of NCAA legislation involving Lipscomb University. Accordingly, all staff members are required to report any potential violations of NCAA, Atlantic Sun Conference or institutional rules and regulations to either the Director of Athletics or the Compliance Coordinator.

List of Sources for Narrative: 1. Lipscomb Athletics Policies & Procedures Manual, 2003, pp. 6-10, 17-20

7. Describe the institution's rules-education efforts for all individuals associated with the athletics department, including student-athletes, coaches, other athletics department staff members, other institutional staff members and representatives of the institution's athletics interests.

The university has recently published a Student-Athlete Handbook (see Exhibit 1.3.7) and has placed it on the Lipscomb Athletics website (LipscombSports.com) for instant access. The handbook outlines general NCAA guidelines, the university's commitment to the student-athlete, and the student-athletes' obligations to the university, including explicit information on NCAA rules. The Compliance Coordinator reviews rules and regulations for all student-athletes at their respective team's meetings at the beginning of each academic year. Student-athletes are encouraged to utilize their coach and Lipscomb's Compliance Coordinator to obtain answers to specific rules questions. Written documentation of the Compliance Coordinator's response to the questions is shared with the coach and student-athletes when necessary. The Head Athletic Trainer coordinates seminars for student-athletes on drug education, wellness, nutrition, and other topics at the beginning of each semester. The Senior Women's Administrator reviews all institutional and NCAA academic eligibility rules at the beginning of each semester.

Rules education for athletic coaches and staff is accomplished in a number of ways. The Director of Intercollegiate Athletics, the Senior Women's Administrator, and the Compliance Coordinator meet individually with all new coaches to review policies and procedures that are in place regarding rules compliance. Other rules-education activities conducted on a regular basis include:

1. The Athletics Policies & Procedures Manual (see Exhibit 1.3.7a) is reviewed annually. The Athletics Policies & Procedures Manual provides guidance on budget and financial procedures, transportation policies, compliance, recruiting, playing and practice seasons, academic eligibility, financial aid policies, and sports camp policies. The senior athletics department staff review the manual and advise changes/updates as necessary each academic year.

2. During weekly meetings of senior athletic staff and head coaches, rules education sessions (on various compliance topics) are conducted by the Compliance Coordinator.

3. A comprehensive rules education session is conducted by the Compliance Coordinator for the entire coaching staff on an annual basis.

4. A monthly compliance newsletter (covering various compliance topics) published by the Compliance Coordinator is distributed to all athletics staff members.

5. Members of the Athletics Eligibility Certification Committee meet on an as-needed basis to discuss changes in rules compliance. Also, members of this committee are afforded opportunities to attend NCAA and A-Sun seminars. The Compliance Coordinator is required to attend an NCAA regional seminar and the A-Sun compliance seminar each year.

6. Each year all coaches and the Compliance Coordinator are required to take and pass a coach's certification test. The Faculty Athletics Representative administers this test. The test is provided by the NCAA and the A-Sun.




Rules education for the Bison Club booster organization and all basketball season ticket holders is accomplished through a mailing of general booster compliance rules and a posting on the athletic website. All boosters are given the opportunity to ask compliance questions of the Compliance Coordinator.

Rules education for all Lipscomb faculty and staff is accomplished through an annual e-mail that focuses on one specific topic and includes general rules pertaining to faculty and staff. The information is also available on the athletic website. All faculty and staff are given the opportunity to ask compliance questions of the Compliance Coordinator.

List of Sources for Narrative: 1. Lipscomb Athletics Policies & Procedures Manual, 2003, pp. 17-21.

8. Describe how the institution ensures that rules compliance is a central element in personnel matters for individuals inside the athletics department.

The university President has clearly set forth the university's policy regarding rule infractions and compliance. This policy reads as follows: "Lipscomb University is committed to academic integrity, institutional control and rules compliance in all matters relating to intercollegiate athletics." (3, p.17)

A commitment to rules compliance is a primary factor in every hiring decision. This commitment begins with the Board of Trustees, President, and Athletic Director. Athletics administrators and coaches acknowledge in their employment contracts that rules compliance is a condition of employment. Failure to comply with NCAA rules may be cause for termination of employment.

At the beginning of each academic year, the Director of Athletics meets with all Department of Athletics members and personally emphasizes the importance of rules compliance (including, but not limited to NCAA, Atlantic Sun, and institutional rules) and the consequences associated with noncompliance.

The university's coaches are assessed according to the mission of the university, the mission and goals of the athletics program, NCAA Division I rules and regulations, and the policies of the Atlantic Sun Conference. Each coach is required to have a complete knowledge of the NCAA rules and regulations governing intercollegiate athletics competitions to ensure that their respective programs maintain strict compliance. Each coach, whether full-time or part-time, is provided the Lipscomb Athletics Policies & Procedures Manual which addresses responsibilities regarding rules compliance (1, p. 10). Item 5 of the manual requires that each coach "must be thoroughly familiar with and comply with all university, NCAA and Atlantic Sun Conference policies, rules and regulations." Possible penalties for non-compliance are described: "Failure to abide by these policies will result in appropriate disciplinary action, including possible suspension or termination." The coaches are also informed of responsibilities through job descriptions, contracts, staff evaluations, the athletics policy manual, and staff meetings. An immediate supervisor evaluates all personnel on an annual basis. This evaluation is shared with the employee and becomes part of the permanent record.

List of Sources for Narrative: 1. Lipscomb Athletics Policies & Procedures Manual, p.10 2. Interviews with Athletic Director, February 20043. Lipscomb Athletics Policies & Procedures Manual, p. 17.4. The Athletics Department Mission Statement, Athletics Policies and Procedures Manual, pp. 1-2

9. Describe how the institution ensures that rules compliance is a central element in personnel matters for individuals outside the athletics department who are involved in rules-compliance activities.

Rules compliance is an important commitment of the university. The university has several departments and personnel outside the athletics program that are involved in rules-compliance activities, such as Financial Aid, the Registrar's Office, the Admissions Office, the Faculty Athletics Representative, and the Director of Academic Advising.

The rules-compliance responsibilities of the Financial Aid Office, Registrar's Office, Admissions Office, and the Faculty Athletics Representative are outlined in the Lipscomb Athletics Policies & Procedures Manual (pp. 17-20). The members of the Athletics Eligibility Certification Committee from those offices and the Faculty Athletics Representative are expected to attend NCAA compliance seminars and to meet with the Compliance Officer of the Atlantic Sun Conference during his on-campus compliance evaluations.




Personnel in the Office of Academic Advising, in coordination with the Assistant Athletic Director for Academics, inform faculty academic advisors of NCAA regulations on academic eligibility and procedures. The Office of Academic Advising in consultation with the Assistant Athletic Director maintains and updates the link on the Lipscomb Academic Advising website which explains how to advise student-athletes in regard to NCAA requirements on credit load, satisfactory progress, progress toward a degree, and the declaration of a major and minor. Information at that site-http://advising.lipscomb.edu - is categorized according to the student-athlete's class rank: freshman or upperclassman.

As a result of the self-study process, compliance with NCAA certification and eligibility rules will be specified in the job description. Adherence to NCAA guidelines will become a part of the annual evaluation for each position.

List of Sources for Narrative: 1. Lipscomb Athletics Policies & Procedures Manual, p.17-20 2. Interviews with Athletic Director, February 20043. Information from the Assistant Athletic Director for Academics, May 20044. http://advising.lipscomb.edu

10. Please describe the policies and step-by-step procedures that include assignment of specific responsibilities pertaining to rules compliance in the area of initial-eligibility certification. [Note: The institution may use elements of its response to self-study items Nos. 4 and 5 under Operating Principle 2.1 (Academic Standards) when preparing the response to this self-study item.]

Eligibility certification:Initial eligibility for potential freshmen student-athletes:a. All prospective students that wish to participate in intercollegiate athletics are informed that they must register with the Clearinghouse their senior year of high school.b. At the end of the year, the high school submits a final transcript showing proof of graduation.c. All coaches provide a list of students they are recruiting to the Compliance Coordinator. Those names are then submitted to the Clearinghouse and placed on an Institutional Request List.d. The student must receive acceptance of admission from the university based on the same standards by which the Admissions Office evaluates all prospective students to Lipscomb University.e. Once all of the required information has been received from the high school, the student is certified (or not certified) to compete in NCAA Division I by the NCAA Clearinghouse and Lipscomb University is notified of the decision.f. Members of the Lipscomb Athletics Eligibility Certification Committee (Admissions Counselor, Registrar, Asst. AD Academics, Compliance Coordinator, Athletics Director, Faculty Athletics Representative) certify that the Clearinghouse information on the Eligibility Checklist is accurate; the Admissions Office is the final authority for certifying initial eligibility. (1, pp. 51, 57-58)

List of Sources for Narrative:1. Lipscomb Athletics Policies & Procedures Manual, 2003, pp. 51, 57-58

Initial eligibility for potential international freshmen student-athletes:a. All international prospects must file an application with the university Admissions Office and be accepted for admission.b. He/she must also register with the NCAA Clearinghouse and be certified.c. Completed amateurism questionnaires (from the prospect and the prospect's coach, if possible) must be submitted to the Assistant Athletic Director for Compliance for review. d. The International prospect's I-20 will not be issued until he/she has been certified for financial aid, practice and competition, and the disclosure of any federal tax liability.e. Also, the I-20 will not be issued until all institutional rules and regulations have been met (refer to the university catalog).f. Once all of the required information has been received, the student is certified (or not certified) to compete in NCAA Division I by the NCAA Clearinghouse and Lipscomb University is notified of the decision.g. Members of the Lipscomb Athletics Eligibility Certification Committee (Admissions Counselor, Registrar, Asst. AD Academics, Compliance Coordinator, Athletics Director, Faculty Athletics Representative) certify that the Clearinghouse information on the Eligibility Checklist is accurate; the Admissions Office is the final authority for certifying initial eligibility (1, pp. 51, 57-58).




11. Please describe the policies and step-by-step procedures that include assignment of specific responsibilities pertaining to rules compliance in the area of continuing-eligibility certification. [Note: The institution may use elements of its response to self-study items Nos. 4 and 5 under Operating Principle 2.1 (Academic Standards) when preparing the response to this self-study item.]

Once a student-athlete is admitted and enrolled in the university, he/she is tracked throughout the semester, end of each semester, and ultimately at the end of each academic school year. The student-athlete must meet NCAA and institutional requirements for satisfactory progress, progress towards a degree, and satisfactory grade point averages.

Eligibility for competition is stated in the Lipscomb University Athletic Policies and Procedures Manual and is strictly adhered to.

The sequence of actions taken to certify continuing eligibility is as follows:

Student-Athlete Responsibilitya. Maintains satisfactory progress/good academic standing.b. Provides continuing eligibility information to coach.

Assistant Director of Athletics for Academics a. Maintains copies of academic records.b. Communicates with academic advisors regarding satisfactory progress/academic standing.c. Reviews full-time enrollment.d. Co-certifies Eligibility Checklists for each squad.

Compliance Coordinatora. Reviews coaches' participation rosters.b. Determines remaining seasons of competition and other general eligibility.c. Monitors eligibility requirements.d. Co-certifies Eligibility Checklists for each squad.

Coacha. Submits participation roster to Compliance Coordinator.b. Informs Compliance Coordinator of roster revisions.c. Assists in monitoring academic progress.

Academic Advisora. Advises student-athletes (e.g., degree requirements, proposed class schedules, and institutional and NCAA academic standards).b. Communicates academic problems to university and Athletics

Department academic support personnel.

Official from Registrar's Officea. Generates and reviews information1. fall-to-fall credits2. term enrolled3. degree application of current credits4. academic standing5. degree declaration6. cumulative degree credits.b. Approves off-campus summer courses (in coordination with academic departments).c. Determines eligibility status.d. Co-certifies Eligibility Checklists for each squad.e. Confirms degree application of credits and degree declaration.

Official from the Financial Aid Officea. Ensures proper institutional procedures for financial aid.b. Reviews all financial aid for student-athletes.c. Co-certifies Squad Lists for each squad.

Faculty Athletics Representative




a. Responsible for reviewing overall eligibility of all student-athletes.b. Co-certifies Eligibility Checklists and Squad Lists for each squad.

Director of Athleticsa. Co-certifies Eligibility Checklists.b. Co-certifies Squad lists for each squad.

List of Sources for Narrative:1. Lipscomb Athletics Policies & Procedures Manual, 2003, pp. 56-58.

12. Please describe the policies and step-by-step procedures that include assignment of specific responsibilities pertaining to rules compliance in the area of transfer-eligibility certification. [Note: The institution may use elements of its response to self-study items Nos. 4 and 5 under Operating Principle 2.1 (Academic Standards) when preparing the response to this self-study item.]

Initial eligibility for transfer student-athletes: a. A release form from the previous institution must be obtained by the Compliance Coordinator for the student transferring from a four-year institution. The NCAA does not require a release form for those transferring from a two-year institution.b. Once a release is obtained for those who need one, transcripts are submitted in the following order to: the Office of Admissions Transcript Analyst, Compliance Coordinator, Assistant Director of Athletics for Academics, and Registrar's Office.c. Contingent on the transfer hours accepted relative to applicable NCAA and institutional regulations, the student-athlete's eligibility is determined.d. The Admissions Office accepts the student-athlete under the same standards set forth for all transfer students. In many cases, the student is accepted to the university before being identified as a student-athlete.e. Members of the Lipscomb Athletics Eligibility Certification Committee (Admissions Counselor, Registrar, Asst. AD Academics, Compliance Coordinator, Athletics Director, Faculty Athletics Representative) certify that the information on the Eligibility Checklist is accurate; the Registrar is the final authority for certifying transfer eligibility.


13. Please describe the policies and step-by-step procedures that include assignment of specific responsibilities pertaining to rules compliance in the area of investigation and self-reporting of rules violations.

1. Each year all coaches and appropriate staff members are required to sign the NCAA Certification of Compliance For Staff Members of Athletics Departments form. The individual signing the form certifies to the President of the university that he/she has reported any known violations of NCAA legislation involving Lipscomb University. Accordingly, all staff members are required to report any potential violations of NCAA, Atlantic Sun Conference or institutional rules and regulations to either the Director of Athletics or the Compliance Coordinator.

2. As soon as possible, after immediately reporting a potential infraction, the individual must report all relevant information (preferably in writing) to the Compliance Office.

3. After receiving the initial information, the Compliance Office shall conduct a preliminary review of the matter and, after consulting with the Director of Athletics, determine what further investigative action is warranted. Depending on the nature of the potential infraction, the Director of Athletics will determine whether to involve outside counsel in an investigation.

4. All individuals associated with the university are expected to fully cooperate with any review, whether conducted from within the Athletics Department or by outside counsel.

5. If a secondary violation is confirmed, the university, after consulting with the Atlantic Sun Conference office, will impose its own penalties and report all findings and penalties to the Atlantic Sun Conference and NCAA.

6. Potential violations disclosed by a public source shall be reported to the Atlantic Sun Conference and NCAA as determined by the Director of Athletics, after consulting with the Compliance Office.




7. As soon as possible after a potential infraction has been reported, the Compliance Office shall report the information to the President and Faculty Athletics Representative, via the Director of Athletics.

8. If the confirmed infraction is considered "major," the university will submit to the Atlantic Sun Conference and NCAA a detailed report with the goal being to set forth specific reasons that will justify the NCAA Committee on Infractions' accepting the university-imposed penalties and foregoing the required penalties set forth in the NCAA enforcement procedures.

9. Any staff member found to have knowingly violated an NCAA rule will be subject to the termination of his/her employment.

10. Any student-athlete found to have been knowingly involved in a major NCAA rules infraction will be immediately declared ineligible, and no appeal will be made by the university for restoration of such eligibility.

11. Any student-athlete found involved in a secondary rule infraction will be immediately declared ineligible. After consulting with the Atlantic Sun Conference office and assessing its own penalty upon the ineligible student-athlete, the university will initiate a request for restoration of the student-athlete's athletics eligibility.

List of Sources for Narrative: 1. Lipscomb Athletics Policies & Procedures Manual, 2003, pp. 20-21.

14. Please describe the policies and step-by-step procedures that include assignment of specific responsibilities pertaining to rules compliance in the area of financial aid.

A. General Rules1. A coach initially has the authority to make a recommendation on the awarding, cancellation, or reduction of an athletic scholarship, but the final decision rests with the Athletics Director.

2. An athletic scholarship can cover only the following elements: a. Tuition, up to 18 hours in the fall and spring semesters only (more than 18 hours per semester could be covered in specific approved circumstances).b. On-campus roomc. On-campus boardd. Required institutional fees (only these fees will be covered: technology, SGA, graduation)e. Required course-related books (each coach may set his/her own limit; however, $400 is used for equivalency computations)

3. An athletic scholarship is renewable each year and must be signed no later than the beginning of each academic year.

4. An athletics scholarship contract details all requirements and restrictions with regard to awarding scholarships.

B. Awarding an Athletic Scholarship to a Prospective Student-Athlete

Each coach is responsible for the following when offering a prospective student-athlete a scholarship:

1. To have three originals of the athletics scholarship contract and the National Letter of Intent prepared.

2. To have all appropriate signatures on all documents before they are sent to the prospective student-athlete.

3. To instruct the prospective student-athlete to return two originals of the athletics scholarship contract and the National Letter of Intent to the Athletics Department.

4. To then give both originals of the scholarship contract and Letter of Intent to the Administrative Assistant of Director of Athletics; the Administrative Assistant will send one original of each document to the Financial Aid Office; copies will be made for the coach and Assistant Athletic Director for Compliance; then, the Assistant Athletic Director for Compliance will fax a copy of each document to the Atlantic Sun office. Until the copy of the letter of intent is sent to the conference office, the scholarship is not official.

C. Renewing Athletic Scholarship Contracts for Returning Student-Athletes

Each head coach is responsible to make sure the following procedure is completed by the end of spring semester or before the student-athletes leave campus. The NCAA deadline for notification of renewal/reduction/non-renewal is July 1st.




1. Once the head coach has determined the value of the athletic scholarship for the returning student-athlete, he/she informs the Assistant Athletic Director for Compliance so that the athletic scholarship report can be updated.

2. Then the Compliance Coordinator gives the updated report to the Administrative Assistant with instructions to prepare three originals of the athletics scholarship contract for the upcoming year.

3. The student-athlete and head coach sign all three originals; one copy is given to the student-athlete immediately and the other two originals to the Administrative Assistant. The Administrative Assistant sends one original to the Financial Aid Office and makes a copy for the Assistant Athletic Director for Compliance.

4. In accordance with NCAA rules, the renewal letters must be sent by the Financial Aid Office no later than July 1st.

D. Requesting An Increase In An Athletic Scholarship

A head coach's request for increases in athletics scholarships must be made before practice or classes begin (whichever occurs first).

E. Requesting the Withdrawal of an Athletic Scholarship

If the head coach has provocation to request the withdrawal of an athletic scholarship currently being awarded to a student-athlete, he/she must verify one of the following situations and follow the procedure designated for that situation:

1. The student-athlete renders himself or herself ineligible for competition.

a. The head coach provides, in writing, a request for withdrawal to the Assistant Athletic Director for Compliance.

b. The request for the removal of the athlete's athletic aid will be forwarded to the Financial Aid Office which is responsible for withdrawing the aid.

2. The student-athlete voluntarily withdraws from the team.

a. The head coach provides, in writing, the reasons why the student-athlete withdrew, along with the date of the withdrawal. This documentation should be addressed to the Athletics Director and copies given to the Assistant Athletic Director for Compliance.

b. The student-athlete's athletics scholarship will be withdrawn the next semester or immediately under certain circumstances.

F. Cutting a Student-athlete from the Team

1. Because an athletic scholarship is awarded for the academic year, a head coach wishing to cut a student-athlete from the team without disciplinary reasons or a violation of the athletics scholarship contract will not be able to cancel the scholarship.

2. The head coach must document the reason(s) for the request to cut the student-athlete. This documentation should be addressed to the Athletics Director and copies given to the Assistant Athletics Director for Compliance.

3. The student-athlete has the right to request a hearing once notified by the Director of Financial Aid that the scholarship will not be renewed.

4. If the student-athlete does request a hearing and wins his/her appeal, the scholarship will be re-awarded.

5. If the student-athlete does not request a hearing within 30 days of receiving the letter from the Director of Financial Aid, then, and only then, may the head coach consider that scholarship available for the upcoming academic year.

G. Dismissing a Student-Athlete for Disciplinary Reasons

1. A student-athlete may be dismissed from the team for disciplinary reasons based on written team rules that have been distributed to all team members.

2. A student-athlete may also be dismissed for non-athletic reasons, such as disciplinary action on the part of the university.

3. Before a student-athlete is dismissed, the Athletics Director must be consulted.

4 The head coach may not, however, indicate to the student-athlete that his or her scholarship will not be renewed.




5. If it is agreed that the scholarship should be withdrawn and the student-athlete dismissed from the team, a letter from the Athletics Director will be forwarded to the Director of Financial Aid recommending the withdrawal of the scholarship.

6. A letter will be sent by the Director of Financial Aid informing the student-athlete of the recommendation to withdraw the scholarship and the effective date of said withdrawal.

7. The student-athlete has 30 days from receipt of the letter to request a hearing. If the student-athlete requests a hearing and wins his or her appeal, the scholarship will be reawarded.

8. Otherwise, the scholarship will be withdrawn at the end of the semester or as determined by the Director of Financial Aid.

H. Granting Maymester, Junemester, and Summer Session Scholarships

Scholarships do not normally include summer session attendance. In circumstances in which a student-athlete wishes to attend or must attend summer school to sustain progress toward a degree or to maintain academic eligibility for continued sports participation, scholarship support may be recommended by the coach and approved by the Athletics Director.


15. Please describe the policies and step-by-step procedures that include assignment of specific responsibilities pertaining to rules compliance in the area of recruiting.

Student-Athlete Steps1 Submits application materials to the university.2 Submits official test scores to Office of Admissions.3 Learns recruiting regulations.4 Makes official/unofficial visit.5 Signs letter of intent/financial aid agreement.6 Registers with Clearinghouse.

Assistant Director of Athletics for Compliance Steps1 Maintains official visit records.2 Administers documentation for official visit.3 Reviews permissible recruiting materials.4 Monitors recruiting activities.5 Conducts rules education sessions for participants in the recruiting process.6 Monitors on- and off-campus recruiting records.7 Acts as primary contact for Clearinghouse.8 Provides legislative interpretations.9 Performs initial review of prospect?s academic credentials.10 Confirms prospect's submission of official application and eligibility materials to appropriate academic authority.11 Reviews coaches' recruiting records periodically.12 Coordinates education of all persons involved in recruiting process.13 Reviews recruiting practices and procedures.

Admissions Official steps1 Assists in initial review of prospect?s academic credentials.2 Reviews prospect's application.3 Makes admissions decision.

Coach steps1 Maintains copies of recruiting records.2 Maintains list of recruited prospects.3 Maintains off-campus recruiting records.4 Maintains official and unofficial visit records.5 Obtains academic credentials.6 Educates prospect and parents on admissions requirements.7 Secures prospect?s letter of intent/financial aid agreement.8 Cooperates in periodic review of recruiting records (e.g. contacts, evaluations, expense statements).




List of Sources for Narrative: 1. Lipscomb Athletics Policies & Procedures Manual, 2003, pp.22-29.

16. Please describe the policies and step-by-step procedures that include assignment of specific responsibilities pertaining to rules compliance in the area of camps and clinics.

All of Lipscomb's athletic camps and clinics are institutionally owned and operated. All employees who want to sponsor athletic camps follow the policies and procedures below.

A. Letters of application are filed with the Athletics Director. Final approval must be received no later than three months prior to the anticipated start date of the camp/clinic.

B. The camp director must sign a statement that he/she understands all NCAA and Lipscomb University camp/clinic rules.

C. An income statement of post-camp actual revenues and expenditures must be submitted to the Athletics Director. A complete listing of all camp/clinic employees must be submitted including duties and salaries.

D. Advertisements for the camp must be pre-approved by the Assistant Athletics Director for Compliance.

E. Any student-athletes that wish to be employed at camp must sign an employment form and be pre-approved for employment by the Athletics Director.

F. Prospects who are high school athletics award winners cannot be employed in a camp or clinic.

List of Sources for Narrative:1. Lipscomb Athletics Policies & Procedures Manual, 2003, p. 102.

17. Please describe the policies and step-by-step procedures that include assignment of specific responsibilities pertaining to rules compliance in other areas (if applicable).

A. Each coach will turn in the playing season dates form to the Compliance Coordinator (1, p. 7, 33). This will document the proper first day of practice and the two segments of the season. (Exhibit 1.3.7a, Lipscomb Athletics Policies and Procedures Manual).

B. Once the schedule of games is approved by the Athletic Director, the Compliance Coordinator will monitor it to see that NCAA sports sponsorship requirements and conference regulations are maintained.

C. A Countable Hour Practice Sheet will be completed reflecting the amount of hours the team or individual has spent during the week in activities that constitute countable practice hours. This sheet will be turned in each week on the day of the weekly head coaches meeting. The head coach and a student athlete will verify the hours (1, p. 7, 33; Exhibit 1.3.7a, Lipscomb Athletics Policies and Procedures Manual).

List of Sources for Narrative: 1. Lipscomb Athletics Policies & Procedures Manual, 2003, pp 7, 33.2. Lipscomb Athletics Policies & Procedures Manual, 2003, Appendix.

18. Indicate the dates of the institution's rules-compliance program evaluation conducted by an authority outside of athletics at least once every four years.

The dates of the rules-compliance evaluations were;

January 25th, 2002; March 31st-April 1st, 2003; December 2nd-3rd, 2003; March 3, 2004;

Steve Sturek, Associate Commissioner in Charge of Compliance for the Atlantic Sun Conference, conducted the evaluation.

List of Sources for Narrative: 1. Report filed in office of Assistant Director of Athletics for Compliance.




19. Indicate the individual or individuals responsible for conducting the institution's rules-compliance evaluation. Further, describe the process used in selecting this authority outside of athletics to ensure the individual or individuals do not have day-to-day compliance responsibilities for the institution's athletics department and are knowledgeable in NCAA legislation and rules-compliance practices.

Steve Sturek, Associate Commissioner in Charge of Compliance for the Atlantic Sun Conference, conducted the evaluation. Sturek was chosen when Lipscomb accepted membership in the Atlantic Sun Conference.

20. The rules-compliance evaluation must consist of a review to determine that the compliance practices are engaged and functioning and must include, at minimum, specific areas. Please indicate by clicking "yes" or "no" which areas were included in the rules-compliance evaluation.

Yes NoInitial-eligibility certification. X

Continuing-eligibility certification. X

Transfer-eligibility certification. X

Financial aid administration, including individual and team limits. X

Recruiting (e.g., official visit, etc.). X

Camps and clinics. X

Investigations and self-reporting of rules violations. X

Rules education. X

Extra benefits. X

Playing and practice seasons. X

Student-athlete employment. X

21. Describe relevant corrective actions planned or implemented from the rules-compliance program evaluation(s).

During Steve Sturek's (of the Atlantic Sun Conference) visit on January 25, 2002, he recommended that a "Certification Committee" be established to certify academic eligibility of all Lipscomb student-athletes. The committee is to have representation from the Admissions Office, Registrar's Office and Financial Aid Office, as well as the Faculty Athletic Representative, Senior Women's Administrator and the Compliance Officer. That Certification Committee was established for the 2002-03 academic year and continues to do certification for all student-athletes. He also recommended that Lipscomb utilize the NCAA Compliance Assistant Software to assist in the certification process. All Certification Committee members began accessing the software beginning with the 2002-03 academic year.

During Mr. Sturek's visit on March 31 and April 1 of 2003, he recommended having student-athletes verify the number of hours each team participates in countable athletically related activities. At that time only the coaches submitted those hours with no verification. Student-athletes began verifying their team's countable hours beginning with the 2003-04 academic year. He also recommended having written procedures for verifying international prospective student-athletes' amateurism issues as well as academic issues. These written procedures were implemented in August of 2004 and placed in the Lipscomb Athletics Department Policies and Procedures Manual.

During Mr. Sturek's visit on December 2-3, 2003 and March 3, 2004, he recommended that written procedures be put in place for submission of recruitment logs by coaches to the compliance officer. Those written procedures were implemented and placed in the Lipscomb Athletics Department Policies and Procedures Manual in August 2004. He also recommended that all Lipscomb camps and clinics be audited by an outside auditor. That will be implemented at the next opportunity (audit of the 2004-05 year).





List of athletics booster organizations and their officers.•Description of athletics booster group policies and procedures (e.g., constitution and bylaws).•Documentation required by the institution to maintain compliance with NCAA rules (e.g., compliance manual, recruiting logs, eligibility files).

•

Documentation generated as a result of conference involvement with the institution in reviewing compliance efforts.

•

Documentation related to secondary rules violations for the last three years and the institutional response to those violations.

•

Conference manual.•Planning documents related to athletics (if any).•Job descriptions for individuals inside the athletics department and individuals outside the athletics department who are involved in rules-compliance activities.

•

Contracts or letters of appointment for individuals inside the athletics department and individuals outside the athletics department who are involved in rules-compliance activities.

•

Personnel evaluation criteria for individuals inside the athletics department and individuals outside the athletics department who are involved in rules-compliance activities.

•

Philosophy statements and other applicable sections of policy manuals for individuals inside the athletics department and individuals outside the athletics department who are involved in rules-compliance activities.

•

Documentation related to the evaluation of the institution's rules-compliance program by an authority outside of athletics at least once every four years.

•

Evaluation

1. Does the institution demonstrate that it has in place a set of written policies and procedures that assign specific responsibilities in the areas of rules compliance, including assignment of direct accountability for rules compliance to the individual the chief executive officer assigns overall responsibility for the athletics program? Currently Yes

2. Does the institution demonstrate that In critical and sensitive areas, institutional compliance procedures provide for the regular participation of persons outside of the athletics department? Currently Yes

3. Does the institution demonstrate that rules compliance is the subject of an ongoing educational effort? Currently Yes

4. Does the institution demonstrate that a clear and unambiguous commitment to rules compliance is a central element in all personnel matters for individuals involved in the intercollegiate athletics program? Currently No

5. Does the institution demonstrate that at least once every three years, its rules-compliance program is the subject of evaluation by an authority outside of the athletics department? Currently Yes







Lipscomb does not currently document expectations regarding rules compliance in areas outside the athletics department

Include documentation regarding rules compliance in job descript ions and annual performance evaluation

Identify areas to include and construct appropriate rules compliance expectations.

Individual officers: The Provost, the Vice President of Financial Affairs, the Vice President of Enrollment and Marketing, and the President.

January 1, 2005

Include the step-by-step procedures listed above in Chapter 14 of the Policies and Procedures Manual.

Inclusion of the step-by-step procedures in the Policies and Procedures Manual

Include the steps listed above in the Policies and Procedures Manual.

Compliance Officer January 1, 2005

Rules education and student-athlete employment have not been examined in the rules compliance evaluation

Evaluate and implement education regarding rules education and student-athlete employment

Visit from the Associate Commissioner in Charge of Compliance for the Atlantic Sun Conference for purposes of evaluation

Lipscomb Compliance Officer and the Associate Commissioner in Charge of Compliance for the Atlantic Sun Conference

During 2004 - 2005 year


Academic Integrity


Operating Principle

2.1 Academic Standards

Self-Study Items

1. List all "corrective actions," "conditions for certification" or "strategies for improvement" imposed by the NCAA Division I Committee on Athletics Certification in its first-cycle certification decision (if any) as they relate to Operating Principle 2.1 (Academic Standards). In each case, provide: (a) the original "corrective action," "condition" or "strategy" imposed; (b) the action(s) taken by the institution; (c) the date(s) of the action(s); and (d) an explanation for any partial or noncompletion of such required actions. Please note, the institution is not required to respond to recommendations for required actions developed by the peer-review team unless those same recommendations were adopted by the Committee on Athletics Certification.

Not applicable.

2. List all actions the institution has completed or progress it has made regarding all plans for improvement/recommendations developed by the institution during its first-cycle certification process as they relate to Operating Principle 2.1 (Academic Standards). Specifically include: (a) the original plan; (b) the actions(s) taken by the institution; (c) the date(s) of the action(s); (d) actions not taken or not completed; and (e) explanations for partial completion. Please note, the institution will not be required to fulfill an element of a first-cycle plan if the element does not affect conformity with an operating principle.

Not applicable.

3. Describe any additional plans for improvement/recommendations in the area of Operating Principle 2.1 (Academic Standards) developed by the institution since the first-cycle certification decision was rendered by the Committee on Athletics Certification.

Not applicable

4. List all actions the institution has completed or progress it has made regarding required actions identified by the NCAA Committee on Athletics Certification during the institution's interim-report process (if applicable) as they relate to Operating Principle 2.1 (Academic Standards). Specifically, include for each: (a) the required action, (b) the action(s) taken by the institution, (c) the date(s) of these action(s), (d) action(s) not taken or completed, and (e) explanation(s) for partial completion of such required actions.

Not applicable.

5. Describe the process by which student-athletes are admitted to your institution and identify the agencies vested with this responsibility. In what ways (if any) do the process and/or criteria used for the admission of student-athletes differ from the process for admitting students generally? Be specific and give careful attention to key decision points (e.g., establishment of admissions criteria, approval of special admissions) in these processes and the individuals or groups involved at each point, including the role, either formal or informal, the athletics department plays (if any) in the admissions process for student-athletes.


Academic Integrity


The admissions policy for student-athletes is identical to that for all prospective Lipscomb students. The Vice President for Enrollment Management applies university-adopted admissions criteria, including that for approval of special admissions. The Athletics Department invites and hosts recruits on campus in accordance with NCAA guidelines, but representatives from the Department of Intercollegiate Athletics do not participate in admissions decisions. The Athletics Department informs Admissions of NCAA Recruiting Calendars for all sports so that they are aware of NCAA "dead periods."

The process by which all applicants are admitted is described in the Undergraduate Catalog (pages 9-12 in the 2003-2004 Undergraduate Catalog). According to the Catalog, the four criteria for unconditional admission are "an ACT composite score of 19 or higher, a high school GPA of 2.25 or better, a compelling personal statement on the application, and strong educational and personal references." The Catalog also states that applicants who "do not meet all four criteria will be automatically reviewed by the Admissions Committee [also known as the Academic Review Committee], which in some circumstances may recommend admission through the Transitions Program." [Students in that program take a reduced (no more than 14 hours) load, enroll in University Orientation (UN 1101), and are subject to regular office visits and grade monitoring.]

The Academic Review Committee evaluates the circumstances of each student and establishes required conditions aimed at enhancing the likelihood the student will achieve academic success at Lipscomb University. In the case of student-athletes who fall below the criteria for unconditional admission, issues that might affect their potential for academic success, such as the time requirements of their given sport, are considered in the same way as any other extenuating factor.

The Academic Review Committee is chaired by the Director of Academic Advising and Support Services. It also includes the Coordinator of Academic Support, the Director of Admissions, other staff members who have backgrounds or experiences relevant to the admissions process, and four faculty members. Details related to the academic review process are included under 2.1.7.

Admissions counselors assist applicants who are student-athletes in their geographical region in the same way they would any other prospective Lipscomb student. One admissions counselor is assigned as a liaison to the Athletics Department and serves on the Lipscomb Athletics Eligibility Certification Committee. The only informal role of the Athletics Department in the admissions process is to check to see if potential student-athletes are completing the required elements of the application process.

6. Compare the admissions profiles of student-athletes who received athletics grants-in-aid with the profiles of students in general by submitting the following information for the three most recent academic years: average standardized test scores for freshman student-athletes who received athletics aid (by gender, by racial or ethnic group, and according to the eight sport groups listed in the NCAA Division I graduation rates disclosure form) and for all entering freshmen students (by gender and by racial or ethnic group). [Note: Use the supplied charts and the graduation-rates disclosure form methodology to compile these data.]

See charts.

7. Please describe the process by which students may be admitted if they do not meet the institution's standard or normal entrance requirements and identify the agencies vested with this responsibility. This should include any second-level or subsequent review processes or appeals procedures which may be utilized when students are not automatically admitted because they do not meet the institution's published entrance requirements.

The Academic Review Committee (composed of the Director of Academic Advising and Support Services, the Coordinator of Academic Support, the Director of Admissions, four faculty members, and other staff members who have backgrounds or experience relevant to the admissions process) has the responsibility for reviewing the applications of prospective students who do not meet the regular admission criteria at Lipscomb University. The applications of any prospective students who fail to meet any of the following criteria are sent to the Academic Review Committee:

ACT below 19 or SAT below 900Overall high school GPA below 2.25


Academic Integrity


Lack of strong educational or personal referencesLack of a compelling personal statement

The applications of any prospective transfer students who have not achieved a 2.0 GPA at the institution from which they are transferring are sent to the Academic Review Committee. Finally, the applications of Lipscomb University students dismissed for academic reasons are sent to the Academic Review Committee to determine under what conditions these students should be readmitted to the university.

During the school year, the committee meets weekly to review applications. During the summer, the committee meets on an ad hoc basis. The Coordinator of Academic Support forwards application files to members of the committee one week prior to their meeting so that members can give ample consideration to each case. Following each meeting, the Academic Review Committee will send its recommendations to the Vice-President for Enrollment Management, to the Director of Admissions and to appropriate Admissions Office staff. Applicants who have an 18 ACT/860 SAT and a GPA of 2.5 or above will be offered a spot in the TRANSITIONS program. Students with a 17 ACT/810 SAT and a high school GPA of 3.0 will receive the same offer.

While the Academic Review Committee typically reviews each application only one time for prospective new, transfer and returning students, a student may appeal the decision of the committee if it is not in his/her favor by submitting a personal one-page minimum letter explaining the circumstances which might prompt a second review. The committee will reexamine the application and return a decision to the Admissions Office whose responsibility is to contact the student on the next business day with the final outcome.

Finally, Lipscomb University does have a policy for administrative overrides for both freshmen and transfer students. With each incoming freshman class, Admissions will receive 10 "Freshman Administrative Overrides." With the beginning of each fall term, Admissions will be allowed one "Transfer Administrative Override" for every twenty registered transfers who are admitted unconditionally. These may be used by Admissions and Lipscomb University Administration to override a decision that the ARC has made to deny a particular student. To date, there is no evidence to suggest that student-athletes have received any special consideration in this phase of the admission process.

ARC guidelines are shown in Exhibit 2.1.7.

The proposed transitions admissions process is shown in Exhibit 2.1.7a.

8. Compare and explain any differences between the percentage of freshman student-athletes receiving athletics aid who were admitted through any of the processes described in Number 7 above and the percentage of freshman students generally who were so admitted. Provide these comparative data for the three most recent academic years. For the student-athlete data, information should be displayed for each of the sport groups, organized by year, and listed in the NCAA Division I Graduation-Rates supplemental form. [Use the supplied chart to compile these data.]

There were no student athletes admitted through the special admission process for those years. See chart.

9. List the step-by-step sequence of actions taken by particular individuals on your institution's campus to certify initial eligibility for transfer student-athletes. Identify by name and title the individual(s) with final authority for certifying initial eligibility.

According to Lipscomb's Athletics Policies & Procedures Manual (pp. 52-58), a release form from the previous institution must be obtained by the Compliance Coordinator for the student transferring from a four-year institution. (The procedure for students transferring from a two-year institution is the same, except for the release.) Once a release is obtained, transcripts are submitted in the following order to: Office of Admissions Transcript Analyst, Compliance Coordinator, Assistant Director of Athletics for Academics, and Registrar's Office. Contingent on the transfer hours accepted relative to applicable NCAA and institutional regulations, the student-athlete's eligibility is determined. The Admissions Office accepts the student-athlete under the same standards set forth for all transfer students. In many cases, the student is accepted to the University before being identified as a student-athlete. The Lipscomb Athletics Eligibility Certification Committee (Admissions Counselor, Registrar, Asst. AD - Academics, Compliance Coordinator, Athletics Director, Faculty Athletics Representative) certifies that the information on the Eligibility Checklist is accurate; the Registrar is the final authority for certifying transfer eligibility. (1, pp. 52-58)


Academic Integrity


10. List the step-by-step sequence of actions taken by particular individuals on your institution's campus to certify student-athletes' continuing eligibility. Identify by name and title the individual(s) with final authority for certifying continuing eligibility.

Once a student-athlete is admitted and enrolled in the university, he/she is tracked throughout the semester, end of each semester, and ultimately at the end of each academic school year. The student-athlete must meet NCAA and institutional requirements for satisfactory progress, progress towards a degree, and satisfactory grade point averages.

Eligibility for competition is stated in the Lipscomb University Athletic Policies and Procedures Manual (pp. 52-58) and is strictly followed. To certify continuing eligibility the Registrar's Office records grades each semester after receiving them from each instructor. The Compliance Coordinator checks to assure the Student Athlete Statements and Drug Testing Consent Forms are complete. The Assistant Director of Athletics for Academics ensures that all student-athletes are full-time enrolled. The Registrar's Office checks to assure that duplications are not made on previously earned hours and that all other NCAA and institutional academic requirements have been met. The Assistant Director of Athletics for Academics advises each coach of any student-athlete who is ineligible for competition due to institutional and NCAA rules. The Lipscomb Athletics Eligibility Certification Committee (Admissions Counselor, Registrar, Asst. AD - Academics, Compliance Coordinator, Athletics Director, Faculty Athletics Representative) certifies that the information on the Eligibility Checklist is accurate; the Registrar is the final authority for certifying continuing eligibility.

11. Review the graduation rates for student-athletes who received athletics grants-in-aid, for various student-athlete subgroups and for students generally during the last three years, and comment on any trends or significant changes. Specifically, identify and explain deficiencies in graduation rates for any of the following when compared to the graduation rates of students generally: student-athletes generally, student-athletes of particular sport teams, student-athletes by gender, student-athletes by ethnicity and student-athlete subgroups (i.e., ethnicity) within particular sport teams. If the graduation rate for student-athletes, or for any student-athlete subgroup, is less than the graduation rate for students generally, the institution must analyze, explain and address, as appropriate (1) the magnitude of the difference between the student-athlete (or subgroup) rate; and (2) the trends over the three reporting periods in these rate differences.

The graduation rate for student athletes on aid is noticeably higher than the graduation rate for students generally for the past three years (1994-95, 1995-96, 1996-97 cohorts). Although not included in this report, the graduation rate for student-athletes exhausting eligibility was stable at 96% for the three cohort years.

Because the total number of student-athletes on athletically related aid in these three cohorts was small, the percentages can be greatly impacted by small changes in student numbers. This is especially acute in the ethnicity and sport breakdowns. Six year graduation rates are summarized in Exhibit 2.1.11.

The graduation rate for female student-athletes on aid is higher than the rate for females in general. The graduation rate for male student-athletes on aid fell below that of males in general. However, the 6% difference in these two rates translates to only a deficit of 3 male student-athlete graduates.

Student athletes compare very favorably by ethnicity to the overall rates by ethnicity. Black non-Hispanic athletes' graduation rate is fourteen percentage points higher than the graduation rate for all black non-Hispanic students. Similarly, the white non-Hispanic athletes' graduation rate is ten percentage points higher than the all student rate for the same group.

In the by sport breakdown of graduation rates, graduation rates for all sports, except baseball, fall at or above the graduation rate for all students. The graduation rate for baseball could be brought in line with the overall graduation rate with the addition of only 4 more graduates. It is significant that five of the seven sports groups have graduation rates that are noticeably higher than the all student graduation rate.


Academic Integrity


12. Identify and describe the academic standards and policies contained in the university's catalog/bulletin, athletics department manual, student-athlete handbook and/or institutional handbook for students. Describe exceptions, if any, to the institution's regular academic standards and policies applicable to the general student body (e.g., good academic standing, definition of minimum full-time status) that are available to student-athletes.

Some academic standards at Lipscomb University exceed NCAA standards. For example, to remain academically eligible at Lipscomb a student athlete must maintain a cumulative 2.0 grade point average throughout his eligibility and must have at least a 2.0 cumulative GPA to graduate. The NCAA requires that only a percentage of the grade point average required by the institution to graduate be met at different points in the athlete's academic eligibility. Student athletes entering college before August 2003 are required to maintain a minimum GPA, which is 90% of the institution's graduation GPA by their third year of eligibility, and which is 95% of the institution's graduation GPA by their 4th and 5th years of eligibility. Those entering after August 2003 must meet an even higher standard by maintaining a minimum GPA, which is 90% of the institution's graduation GPA by their second year of eligibility; 95% by their third year; and 100% by their fourth and fifth years. In relation to those latest NCAA standards, Lipscomb standards are higher for our student athletes until they reach their fourth and fifth years when the Lipscomb and NCAA standards match.

A Lipscomb student athlete may have to declare his or her major and minor sooner than other Lipscomb students in order to satisfy NCAA regulations. Lipscomb requires that a student declare his or her major and minor when 57 hours have been completed. Since the NCAA requires that a student-athlete declare his or her major before the beginning of the third year of eligibility, a student-athlete may have to make that declaration before completing 57 hours.

Lipscomb student-athletes are also given priority appointment times during Early Class Selection (preregistration for the following semester) along with resident assistants, Admissions ambassadors, honors students, and physically handicapped students.

Academic standards and policies can be found in the University catalog on the pages indicated below.

Admission Requirements and Process, pp. 9-11Freshmen, p. 9Early admission, p. 9Home-school students, p 10Transfer students, p.10International students, p. 11Academic Honor Code, p. 15Academic Program, pp. 35-61Academic advising, p35Daily Bible requirement, pp. 35-36

General education requirement, pp. 36-37Major/Minor areas of study, pp. 37-39University writing program, pp. 39-40Requirements for graduation, pp. 40-41Second Bachelor's degree, p. 41Statute of Limitations, p. 41Correspondence courses, pp. 41-42Independent studies, p. 42Special exams, p. 42Advance placement credit, pp. 42-43CLEP credit in general exams, p. 43CLEP credit in subject exams, pp. 43-44International Baccalaureate credit policy, p. 44Equivalency credits, p. 44Developmental non-credit courses, pp. 44-45Transfer credit, p. 45Letter grading system and quality points, pp. 45-46Student grievance process, p. 47Incomplete grades, p. 47Audits and non-credit repeats, p. 47


Academic Integrity


Academic probation and suspension, pp. 47-49Academic recovery, p. 49Student load-credit hours, pp. 49-50Dropping courses, p. 50Class standing, p. 50Class attendance, p. 50Final exams, p. 50Graduation honors, pp. 50-51Provost's list and honor roll, p. 51The Honors program, p. 52Transcripts, p. 58


A copy of the institution's most recent catalog.•A copy of the institution's standard or regular, published entrance requirements, including the provisions under which students may be admitted by special exception to the institution's standard or normal entrance requirements.

•

Information regularly reported to the chief executive officer, faculty senate or director of athletics concerning the academic performances of sports teams (if any).

•

All student-athlete eligibility files (including, when appropriate, final high-school transcripts, high schools' lists of approved core courses, final certification reports, verification of standardized test scores, NCAA student-athlete statements, institutional transcripts, and transfer documentation).

•

Information from exit interviews of student-athletes.•Policies and procedures for the department of intercollegiate athletics (if available).•University catalog/bulletin.•Athletics department manual.•Student-athlete handbook.•Institutional handbook for students.•

Evaluation

1. Does the institution demonstrate that it admits only student-athletes who have reasonable expectations of obtaining academic degrees? If the academic profile of entering student-athletes, as a whole or for any student-athlete subgroup, is significantly lower than that of other student-athlete or comparable student-body groups, is the contrast analyzed and explained by appropriate institutional authorities? Currently Yes

2. Does the institution demonstrate that it admits only student-athletes who have reasonable expectations of obtaining academic degrees? If the graduation rate of student-athletes, as a whole or for any student-athlete subgroup, is significantly lower than that of other student-athlete or comparable student-body groups, is this disparity analyzed, explained and addressed (through specific plans for improvement) by appropriate institutional authorities? Currently Yes

3. Does the institution demonstrate that academic standards and policies applicable to student-athletes are consistent with those adopted by the institution for the student body in general or the NCAA's standards, whichever are higher? Currently Yes


Academic Integrity


4. Does the institution demonstrate that the responsibility for admission, certification of academic standing and evaluation of academic performance of student-athletes is vested in the same agencies that have authority in these matters for students generally? Currently Yes


Academic Integrity


Operating Principle

2.2 Academic Support

Self-Study Items

1. List all "corrective actions," "conditions for certification" or "strategies for improvement" imposed by the NCAA Division I Committee on Athletics Certification in its first-cycle certification decision (if any) as they relate to Operating Principle 2.2 (Academic Support). In each case, provide: (a) the original "corrective action," "condition" or "strategy" imposed; (b) the action(s) taken by the institution; (c) the date(s) of the action(s); and (d) an explanation for any partial or noncompletion of such required actions. Please note, the institution is not required to respond to recommendations for required actions developed by the peer-review team unless those same recommendations were adopted by the Committee on Athletics Certification.

Not applicable.

2. List all actions the institution has completed or progress it has made regarding all plans for improvement/recommendations developed by the institution during its first-cycle certification process as they relate to Operating Principle 2.2 (Academic Support). Specifically include: (a) the original plan; (b) the actions(s) taken by the institution; (c) the date(s) of the action(s); (d) actions not taken or not completed; and (e) explanations for partial completion. Please note, the institution will not be required to fulfill an element of a first-cycle plan if the element does not affect conformity with an operating principle.

Not applicable.

3. Describe any additional plans for improvement/recommendations in the area of Operating Principle 2.2 (Academic Support) developed by the institution since the first-cycle certification decision was rendered by the Committee on Athletics Certification.

Not applicable.

4. List all actions the institution has completed or progress it has made regarding required actions identified by the NCAA Committee on Athletics Certification during the institution's interim-report process (if applicable) as they relate to Operating Principle 2.2 (Academic Support). Specifically, include for each: (a) the required action, (b) the action(s) taken by the institution, (c) the date(s) of these action(s), (d) action(s) not taken or completed, and (e) explanation(s) for partial completion of such required actions.

Not applicable.

5. Identify how the institution is organized to provide academic support and advising services to student-athletes (i.e., reporting lines and identification of who does what).

See Exhibit 2.2.5.

6. Using the following program areas for academic support issues as examples, please describe:

The specific academic support services offered to student-athletes (if any);a.Any policies that govern which students can use these services;b.


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The mechanisms by which student-athletes are made aware of these services;c.The mechanism for review of these services by academic authorities outside athletics at least once every three years; and

d.

The mechanism for periodic review and approval of these services by academic authorities outside athletics of these services.

e.

If the institution has additional or different academic support services not included in the list of examples, please click "Add Academic Support Area."

1. Academic advising. Course selection, class scheduling, degree program assistance, priority registration.

a. The specific academic support services offered to student-athletes, if any.

Lipscomb University offers several support services that are available to all of our students. Of the specific support services addressed in this self-study, only student-athlete tutoring, study halls, and dedicated academic progress and monitoring and reporting are exclusive to student-athletes. All of the academic support services outlined below are open to all students. Student-athlete specific services are open to all student-athletes who participate in our intercollegiate athletics program.

b. Any policies that govern which students can use these services.

There are no restrictions as to which academic support services on campus a student athlete may use. In fact athletes are encouraged through the Academic Support Program for Athletics (ASPA) to use all the academic support services available to them, both university-wide and in the Athletics Department. The Assistant Athletic Director for Academics who directs the ASPA works closely with the directors of the various academic support services across campus to help athletes avail themselves of these resources.

c. The mechanisms by which student-athletes are made aware of these services;

Student-athletes receive information about academic support services as other students do through the university catalog, student handbook, chapel announcements, brochures, mailings, and e-mail messages disseminated by the university's Office of Academic Advising and Support Services, Admissions Office, the Offices of the Provost and the Associate Provost for Academic Affairs, the Registrar's Office, Writing Center, and Math Lab. Information about the university's academic support services and those of the Athletics Department is further disseminated through the Athletic Department at team meetings conducted by the Assistant Athletic Director for Academics, through the coaches and the Student Athletic Advisory Committee, through e-mails sent out by the Assistant Athletic Director for Academics to athletes before priority registration each semester and at other times, in the Student-Athlete Handbook and the Athletics Policies and Procedures manual, and in meetings with individual student-athletes.Information regarding academic advising is disseminated by the Office of Academic Advising and Support Services, the Offices of the Provost and the Associate Provost for Academic Affairs, the Registrar's Office, faculty academic advisors, and the Assistant Athletic Director for Academics. Information about tutoring is disseminated by the Athletic Department's Academic Support Services through the coaches.

d. The mechanism for review of these services by academic authorities outside athletics at least once every three years; and

Academic support services provided outside the Athletics Department are reviewed by the Director of Academic Advising and Support Services, the staff in this area, and the Associate Provost for Academic Affairs. Nationally recognized student satisfaction reports (i.e. the National Survey of Student Engagement and the Student Satisfaction Inventory) are used to gather data needed to review these areas.

e. The mechanism for approval of these services by academic authorities outside athletics.


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Support services provided through the Athletics Department are currently not reviewed.

2. Tutoring. Availability, procedures and criteria for obtaining assistance; assignment, qualifications, training experience, etc.; compensation, rate of pay, pupil loads, qualifications, experience, other terms and conditions of employment.


Tutors are provided for all student-athletes who request them or who are deemed as needing one by Academic Support Services under the direction of the Assistant Athletic Director for Academics in consultation with faculty members, academic advisors, the university's Office of Academic Advising and Support Services and Director of Disability Services, and coaches. Information about tutoring services is disseminated through coaches, team meetings, the Athletics Policies and Procedures Manual, and the Student-Athlete Handbook (page 29).

In addition to information from the sources above regarding athletes in need of tutoring, the Assistant Athletic Director for Academics receives periodic updates from the faculty regarding each athlete's academic performance in a class as well as midterm deficiency grades of D or F. Information from these reports may prompt finding a tutor for an athlete.

Male and female athletes have equal access to tutoring, and the same pool of tutors is used for all student-athletes. The Athletic Department is committed to providing an adequate number of tutors.




Information about tutoring is disseminated by the Athletic Department's Academic Support Program for Athletics (ASPA) through the coaches.


Tutoring provided through the Athletics Department is currently not reviewed.


We have made a recommendation concerning this issue to ensure that this service is reviewed and approved by those outside the Athletic Department.

3. Success skills. Study skills, note and test taking, writing and grammar skills, time management skills.


The Office of Academic Advising and Support Services (OAASS) provides funding for both a Math Tutoring Lab and the University Writing Center, both of which are available to the student body at large (including athletes). The faculty of the Math and English departments, respectively, coordinate the tutoring services, including the hiring of the student tutors, and the hours of operation are posted on the OAASS website. On occasion, OAASS provides nominal funding to departments to provide tutoring services, but this is not a regular offering like the Math Lab and Writing Center.


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The OAASS also provides a series of academic skills workshops each semester. The topics include time management, managing stress, improving test-taking and study habits, and managing the campus environment. The schedule for these workshops is publicized by a general e-mail to the student body, along with being posted on the OAASS website. The Assistant Athletic Director for Academics works with the Director of Academic Advising, Coordinator of Academic Support, and the Workshop Coordinator to see that student-athletes with special needs participate in the appropriate academic skills workshops.




Student-athletes receive information about academic support services as other students do through the university catalog, student handbook, chapel announcements, brochures, mailings, and e-mail messages disseminated by the university's Office of Academic Advising and Support Services, Admissions Office, the Offices of the Provost and the Associate Provost for Academic Affairs, the Registrar's Office, Writing Center, and Math Lab. Information about the university's academic support services and those of the Athletics Department is further disseminated through the Athletic Department at team meetings conducted by the Assistant Athletic Director for Academics, through the coaches and the Student Athletic Advisory Committee, through e-mails sent out by the Assistant Athletic Director for Academics to athletes before priority registration each semester and at other times, in the Student-Athlete Handbook and the Athletics Policies and Procedures manual, and in meetings with individual student-athletes.


Academic support services are reviewed by the Director of Academic Advising and Support Services, the staff in this area, and the Associate Provost for Academic Affairs. Nationally recognized student satisfaction reports (i.e. the National Survey of Student Engagement and the Student Satisfaction Inventory) are used to gather data needed to review these areas.


Changes in academic support services are recommended and approved by the Director of Academic Advising and Support Services, the staff in this area, and the Associate Provost for Academic Affairs. When the change affects all students regardless of their participation in NCAA athletics, the entire faculty must approve the change.

4. Freshman/transfer orientation. Availability, attendance requirements.


ADVANCE provides freshmen students who have been accepted the opportunity to learn about campus life, receive academic counseling, enroll for classes, and develop friendships with other Lipscomb students. There is a variety of informative activities, many of which are hosted by members of our Quest Orientation Team which is comprised of current students. These sessions are offered three times during the summer, and students are strongly encouraged to attend.

At present, there is no equivalent Advance program offered for transfer students during the summer. Transfer orientation consists of a meeting, at which transfer students who have not pre-registered during the summer are given a brief overview of policies by the Associate Dean of Campus Life, the Registrar, and the Director of Academic Advising and Support Services. A special ADVANCE for transfer students is being discussed.


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During the first week of classes, QUEST orientation occurs. Students are encouraged to attend the social and service activities that take place during this week, but they are not required. Both of these programs are run by the Campus Life Office.


All university students qualify for these services.


Information about Advance is disseminated by the Admissions Office and Office of Campus Life. Information for transfers is disseminated by the Admissions Office, Registrar, and Director for Academic Advising. All of this information is also posted on the university website.





5. Academic progress monitoring and reporting. Individual's responsibility, frequency, procedures for periodic grade and attendance checks.


The Assistant Athletic Director for Academics sends out e-mail requests to faculty 2 or 3 times a semester asking for the following information about each student-athlete in the professor's classes:

1. the current grade 2. number of absences so far 3. number of times tardy so far 4. any comments regarding attitude [cooperation, conscientiousness in keeping up with assignments and making up assignments missed, keeping the faculty member informed when the athlete misses class for athletic reasons]

Information from these reports is then e-mailed to the athlete's coach(es).

All faculty members also submit midterm deficiency grades of D or F to the Associate Provost for Academic Affairs, and a report of athletes receiving those grades is generated and sent to the Assistant Athletic Director for Academics and to the coach of the relevant sport. The Assistant Athletic Director for Academics follows up via e-mail with the professors of those student-athletes to determine what appropriate help can be given to improve their status in the course.

The Assistant Athletic Director for Academics additionally receives information from the Associate Provost for Academic Affairs about the academic status/progress of student-athletes on Academic Probation, from the Coordinator of Academic Support about student-athletes in the Transitions program (those requiring remedial help) and freshman student athletes on Academic Warning, from the Director of Academic Advising, from the Director of Disability Services, and from academic advisors.



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Student athletes are informed of this process through the ASPA.


Academic progress and monitoring services provided through the Athletics Department are currently not reviewed.



6. Study hall. Availability, facilities, policy for mandatory attendance.


The following information regarding athletic study halls is contained in the Athletics Policies and Procedures Manual and the Student-Athlete Handbook (page 31). Information about the athletics study hall policies is also discussed at team meetings, and information about a specific team's study hall is disseminated through the coach(es).

Philosophy and Objectives

The study hall sets aside time for concentrated study in a conducive environment and provides the student-athlete regular access to tutorial assistance. By taking advantage of this opportunity, the student learns to manage his/her time well and to balance the demands of academics and athletics more successfully.

Study Hall Policies

Study hall policies apply to any upper-class student-athlete with a cumulative GPA below 2.5 and any freshman student-athlete with a cumulative GPA below 3.5. These student-athletes are required to fulfill a minimum of 4 study hall hours per week in a location designated by his/her coach, since the university lacks a centralized study hall facility. The number of study hall hours required of any individual student-athlete will be determined by the ASPA.

1 Those study halls meeting in the university library are expected to abide by the policies established by the ASPA and distributed by the coach. Other study halls are subject to specific policies drafted by the coach in conjunction with the ASPA. Student-athletes will be required to sign in and out at their study hall location during their assigned hours and to be on time. They may meet a tutor for help at another time and location if that is pre-approved by the coach or Assistant Athletic Director for Academics and documentation of that tutoring session is given to the coach. The same policy applies to seeking help from the Writing Center or Math Lab or attending a pre-approved academic program such as a required concert or lecture. Proper documentation of these permissible alternatives to study hall is required.

2 The student-athlete is expected to bring the necessary materials (books, paper, writing utensils, notes, syllabi, assignment sheets, etc.) to fill the allotted time with concentrated study.

3 Food, drinks, a "walkman" and/or headphones, cell phones, non-academic reading material, and all other materials that impede the study of any students present are prohibited in Study Hall.


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4 Talking, either one-on-one or by cell phone, is not allowed, nor is participating in any non-academic activities on the computer (e.g. checking e-mail, playing computer games, surfing the Internet for non-academic reasons).

5 The head coach or supervisor of the study hall will turn in the sign-in sheets from the previous week to the Assistant Athletic Director for Academics at the weekly coaches' meeting.

6 Penalties for a student-athlete's failure to attend study hall, tardiness, and violating study hall rules will be imposed by the coach in consultation with the Assistant Athletic Director for Academics.


Freshman student athletes with a GPA lower than 3.5 and upperclass student athletes with a GPA lower than 2.5 are assigned to study hall.


Information about study hall is disseminated by the Athletic Department's Academic Support Program for Athletics (ASPA) through the coaches.


Study hall provided through the Athletics Department is currently not reviewed.



7. Assistance for special academic needs. Provisions for diagnosis and treatment of learning disabilities.


Lipscomb University provides support for all students who enter the university with a documented learning or physical difference. It is the responsibility of the student to provide proper documentation/proof of that need, and it is the responsibility of the student to follow up each semester by meeting with the Director of Disability Services to provide the appropriate notification/paperwork to instructors. Student-specific accommodations are determined by having the student meet with the Director of Disability Services, and can include such things as extended test times, test-taking in a controlled environment, and oral examinations.




Student-athletes receive information about academic support services as other students do through the university catalog, student handbook, and chapel announcements, brochures, mailings, and e-mail messages disseminated by the university's Office of Academic Advising and Support Services, Admissions Office, the Offices of the Provost and the Associate Provost for Academic Affairs, the


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Registrar's Office, Writing Center, and Math Lab. Information about the university's academic support services and those of the Athletics Department is further disseminated through the Athletic Department at team meetings conducted by the Assistant Athletic Director for Academics, through the coaches and the Student Athletic Advisory Committee, through e-mails sent out by the Assistant Athletic Director for Academics to athletes before priority registration each semester and at other times, in the Student-Athlete Handbook and the Athletics Policies and Procedures manual, and in meetings with individual student-athletes.





8. Learning assessments. Provisions for testing and evaluation (e.g., placement testing).


All new students who have studied a foreign language in high school or at another college or university must take a placement test before registering for any course in that same language. Students can place into any of the first four semesters of the foreign language. Initial placement into Math courses is based on the Math sub-score of the ACT/SAT. Initial placement in English courses is based on the English/verbal sub-score of the ACT/SAT.




Student-athletes receive information about academic support services as other students do through the university catalog, student handbook, and chapel announcements, brochures, mailings, and e-mail messages disseminated by the university's Office of Academic Advising and Support Services, Admissions Office, the Offices of the Provost and the Associate Provost for Academic Affairs, the Registrar's Office, Writing Center, and Math Lab. Information about the university's academic support services and those of the Athletics Department is further disseminated through the Athletic Department at team meetings conducted by the Assistant Athletic Director for Academics, through the coaches and the Student Athletic Advisory Committee, through e-mails sent out by the Assistant Athletic Director for Academics to athletes before priority registration each semester and at other times, in the Student-Athlete Handbook and the Athletics Policies and Procedures manual, and in meetings with individual student-athletes.



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9. Mentoring. Availability of mentors, identification and assignment methods, frequency of interaction.


Lipscomb currently has no institutional program for the mentoring of students or student-athletes.


Not applicable.


Not applicable.


Not applicable.


Not applicable.

10. Assistance for at-risk students. Availability including institution-wide assistance.


The Office of Academic Advising and Support Services provides several programs to assist students who are considered "at risk," including those who enter on probationary status, along with those who find themselves on academic probation once they are a Lipscomb student.

"Transitions" is a program for freshmen who do not meet all university entrance criteria. These students take a reduced (no more than 14 hours) load, enroll in University Orientation (UN1101), and are subject to regular office visits and grade monitoring. "Turning Point" is a similar program, but is targeted at students who are on academic warning and probation after becoming an LU student. Instead of enrolling in UN1101, these students are channeled toward appropriate academic skills workshops.

The Early Warning System provides instructors with a tool to notify OAASS when they are concerned about the academic performance of any student, particularly related to class absences. Students may be called in to discuss problems, particularly if a pattern of excessive absences/underperformance is evident.



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Student-athletes receive information about academic support services as other students do through the university catalog, student handbook, and chapel announcements, brochures, mailings, and e-mail messages disseminated by the university's Office of Academic Advising and Support Services, Admissions Office, the Offices of the Provost and the Associate Provost for Academic Affairs, the Registrar's Office, Writing Center, and Math Lab. Information about the university's academic support services and those of the Athletics Department is further disseminated through the Athletic Department at team meetings conducted by the Assistant Athletic Director for Academics, through the coaches and the Student Athletic Advisory Committee, through e-mails sent out by the Assistant Athletic Director for Academics to athletes before priority registration each semester and at other times, in the Student-Athlete Handbook and the Athletics Policies and Procedures manual, and in meetings with individual student-athletes.





11. Post-eligibility programs. Availability of scholarships, assistantships and academic support.


For those student-athletes who have exhausted their eligibility, but have not completed their undergraduate degree, the Athletic Department evaluates their need for financial assistance on a student-by-student basis. There is also the possibility of graduate assistant positions within the athletic department. In any event, all academic support services remain available for those student-athletes

Some of the NCAA post-eligibility scholarships are nominated by the FAR (IHA.: Kristin Peck was recently nominated for the NCAA Postgraduate Scholarship), while other scholarship/internship opportunities can be nominated by the FAR or athletics personnel. The NCAA sends out notices concerning these opportunities and the FAR and Assistant Athletic Director for Academics work together to identify athletes eligible for the awards. The FAR and Assistant Athletic Director for Academics generally work together to assemble the application packet.


All qualified student athletes can avail themselves of these programs.



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Information is disseminated to student athletes by the ASPA and Faculty Athletic Representative.





12. Faculty-only model of advising


Lipscomb University follows a "faculty-only" model of academic advising. It is our belief that, for an institution the size of ours, faculty offer students the best possible combination of mentoring and provision of information. Upon matriculation, each first year student or transfer student is assigned to a faculty advisor in his/her declared area of interest. Experienced advisors are provided to work with students who indicate that they are not sure of their academic/career direction. Students may request an advisor change at any point in their career, and some departments reassign students once they formally declare a major (required no later than 57 hours) to a faculty member who works primarily with upperclassmen. All advisors have access to helpful advising information on the website for the Office of Academic Advising and Support Services, including links to extensive information regarding NCAA regulations, along with institutional information about each of our teams (i.e. practice times, travel patterns).

Through the cooperation of the Registrar's Office, all student-athletes are given an early appointment time to register via the university website during the Early Class Selection period. School ambassadors, resident assistants, honors students, and physically handicapped students are given the same privilege.

Each student-athlete, like every other university student, is assigned an academic advisor who is largely responsible for helping them establish and attain their own academic goals. The Assistant Athletic Director for Academics who oversees the area of Academic Support Services supplements the advising done by those faculty members in consultation with them.

The Assistant Athletic Director for Academics conducts a team meeting with each team at the beginning of every semester. Part of that presentation addresses the process of declaring a major and minor at Lipscomb, resources/tests in the university counseling center which may be used if a student-athlete is unsure as to what major he/she wants to pursue, and implications of possible changes in the major in terms of meeting satisfactory progress requirements once the major is declared. The Assistant Athletic Director for Academics meets with individual athletes when they request it and advises them regarding potential majors, often sending them to the Director of Testing in the Counseling Center to take career interest tests and receive counseling about future careers and to professors or department chairs of various disciplines they think they might want to major in.

The Assistant Athletic Director for Academics sends out requests for academic progress reports on each student-athlete several times during the semester, and faculty occasionally indicate in those reports that a particular athlete is probably pursuing the wrong major for him/her. At that point the Assistant Athletic Director for Academics talks to the athlete and advises him/her to seek the counsel of the university personnel mentioned above.

Due to the smaller size of the university, it is more limited in the range of its majors than are larger universities. Therefore student-athletes who transfer in and need to meet the satisfactory progress requirements toward a Lipscomb degree are advised by the Assistant Athletic Director for Academics


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concerning the Lipscomb majors which will allow them to meet those requirements. No major is dictated to these transfer student-athletes; instead they choose from the workable options presented to them.




Student-athletes receive information about academic support services as other students do through the university catalog, student handbook, chapel announcements, brochures, mailings, and e-mail messages disseminated by the university's Office of Academic Advising and Support Services, Admissions Office, the Offices of the Provost and the Associate Provost for Academic Affairs, the Registrar's Office, Writing Center, and Math Lab. Information about the university's academic support services and those of the Athletics Department is further disseminated through the Athletic Department at team meetings conducted by the Assistant Athletic Director for Academics, through the coaches and the Student Athletic Advisory Committee, through e-mails sent out by the Assistant Athletic Director for Academics to athletes before priority registration each semester and at other times, in the Student-Athlete Handbook and the Athletics Policies and Procedures manual, and in meetings with individual student-athletes.





Evaluation

1. Does the institution demonstrate that adequate academic support services are available for student-athletes? Currently Yes

2. Does the institution demonstrate that student-athletes are encouraged and assisted in reaching attainable academic goals of their own choosing? Currently Yes

3. Does the institution demonstrate that, when it is determined that student-athletes have special academic needs, these needs are addressed? Currently Yes

4. Does the institution demonstrate that the support services are approved and reviewed periodically by academic authorities outside the department of intercollegiate athletics? Currently No


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There is currently no mechanism for the review of academic support services within the Athletic Department by academic authorities outside athletics at least once every three years.

Establish a mechanism for the review of academic support services within the Athletic Department by academic authorities outside athletics.

The Faculty Athletic Advisory Committee will review these services every three years.

Faculty Athletic Representative, Athletics Director, and Senior Woman's Administrator.

January 1, 2005

There is currently no mechanism for the periodic review and approval of academic support services within the Athletic Department by academic authorities outside athletics.

Establish a mechanism for the periodic review and approval of academic support services within the Athletic Department by academic authorities outside athletics.

The Faculty Athletic Advisory Committee will establish a process to periodically review and approve academic support services within the Athletic Department and review and approve those services.

Faculty Athletic Representative, Athletics Director, and Senior Woman's Administrator.

January 1, 2005


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Operating Principle

2.3 Scheduling

Self-Study Items

1. List all "corrective actions," "conditions for certification" or "strategies for improvement" imposed by the NCAA Division I Committee on Athletics Certification in its first-cycle certification decision (if any) as they relate to Operating Principle 2.3 (Scheduling). In each case, provide: (a) the original "corrective action," "condition" or "strategy" imposed; (b) the action(s) taken by the institution; (c) the date(s) of the action(s); and (d) an explanation for any partial or noncompletion of such required actions. Please note, the institution is not required to respond to recommendations for required actions developed by the peer-review team unless those same recommendations were adopted by the Committee on Athletics Certification.

Not applicable.

2. List all actions the institution has completed or progress it has made regarding all plans for improvement/recommendations developed by the institution during its first-cycle certification process as they relate to Operating Principle 2.3 (Scheduling). Specifically include: (a) the original plan; (b) the actions(s) taken by the institution; (c) the date(s) of the action(s); (d) actions not taken or not completed; and (e) explanations for partial completion. Please note, the institution will not be required to fulfill an element of a first-cycle plan if the element does not affect conformity with an operating principle.

Not applicable.

3. Describe any additional plans for improvement/recommendations in the area of Operating Principle 2.3 (Scheduling) developed by the institution since the first-cycle certification decision was rendered by the Committee on Athletics Certification.

Not applicable.

4. List all actions the institution has completed or progress it has made regarding required actions identified by the NCAA Committee on Athletics Certification during the institution's interim-report process (if applicable) as they relate to Operating Principle 2.3 (Scheduling). Specifically, include for each: (a) the required action, (b) the action(s) taken by the institution, (c) the date(s) of these action(s), (d) action(s) not taken or completed, and (e) explanation(s) for partial completion of such required actions.

Not applicable.

5. Describe the institution's written policies related to the scheduling of intercollegiate athletics competitions and practices and describe how they minimize interference with class time and examination periods.

The policies for scheduling are included in the Athletics Policies and Procedures Manual.

A tentative team schedule for the upcoming year is prepared and then forwarded to the Director of Athletics and the Senior Women's Administrator for approval before being considered final. Consideration is given to constructing a schedule which minimizes absences for all student-athletes. Once the schedule has been approved, the head coach will give the schedule to the Administrative Assistant no later than July 1st so that game contracts for events can be prepared and sent to opponents. (p. 11)


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During the playing season, a student-athlete may be involved in his/her sport for a maximum of four hours per day and a maximum of twenty hours per week. Outside of the playing season, a student-athlete may be involved for a maximum of eight hours per week, with no more than two hours per week spent on skill instruction. A day is defined as a calendar day. A week is defined as any seven consecutive days, to be determined by the team. The day of competition counts as three hours, regardless of the actual duration of the activities. No class time shall be missed for practice events except when a team is traveling to an away contest and the practice is in conjunction with that contest. (p. 33)

Student-athletes are expected to keep their professors apprised of any absences due to competitions well in advance of days they will miss class, to make arrangements prior to the absence to make up exams and assignments, and to make up missed work quickly. Appointment times for making up exams and other work are at the discretion of the professor. A student-athlete must never tell a professor that he/she cannot make up the work at the time the professor designates because that time conflicts with a scheduled practice time. If the makeup is scheduled during practice time, the athlete must inform his/her coach ahead of time that practice will be missed due to making up coursework. (p. 47)

6. Describe the procedures used by the institution to monitor missed class time for student-athletes.

Monitoring of student-athlete attendance is done through the professors' responses to the Academic Progress Report requests sent out for each athlete by the Assistant Athletic Director for Academics or the Office of the Academic Support Program for Athletics. Information from the professors is then passed on to each athlete's coach by that same office. Typically professors alert the Assistant Athletic Director for Academics if they are about to drop an athlete from a class due to excessive absences, and the Director of Academic Advising who oversees the process of having students dropped from a course at the professor's request lets the Assistant Athletic Director for Academics know when the professor has started that process.

Each week the Academic Support Program sends an email to all faculty detailing the upcoming athletic events which will necessitate missed classes, specifying which classes will be missed by each team, and indicating the specific athletes involved. This helps the faculty know which of the athletes' absences are due to competition and which are not. Faculty members typically alert the Assistant Athletic Director for Academics if athletes miss classes at other times. The faculty as a whole in conjunction with the Athletic Department and Director of Academic Advising monitor athletes' missed class time.

7. Analyze, explain and address missed class time that has been determined by the institution to be significant or excessive for any sport(s).

Attendance/Absence Policy

The Student-Athlete Handbook and Athletics Policies and Procedures Manual emphasize the following about student-athletes' absences:

Student-athletes must attend class and complete assignments. The university catalog specifies that "any student who misses the equivalent of three weeks of any course is subject to being removed from that course." Absences which are not athletically related may jeopardize the athlete"s standing on the team and scholarships. Excessive absences in chapel and University Bible will result in probation and ineligibility to compete.

Student-athletes are to make arrangements prior to each athletically-related absence to make up exams and assignments and to make up missed work quickly. Appointment times for making up exams and other work are at the discretion of the professor. A student-athlete must never tell a professor that he/she cannot make up the work at the time the professor designates because that time conflicts with a scheduled practice time. If the makeup is scheduled during practice time, the athlete must inform his/her coach ahead of time that practice will be missed due to making up coursework.

To date, according to the university's Director of Academic Advising (whose office handles professors' requests to have students withdrawn from a class due to excessive absences), student-athletes comply with the policies outlined above and seldom require the attention of that office.

Currently there is no set policy concerning excessive absence outside the guidelines for the general student populace. However, there is discussion ongoing to create such a policy.

In the past the following issues concerning student-athletes' absences have been raised:


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1. Inconsistencies among faculty members as to how athletically-related absences are weighed in determining the student-athlete's grade and/or his or her being automatically withdrawn from the class due to "excessive" absences

2. Difficulties experienced by spring sport athletes in attending science labs, which are primarily scheduled in the afternoon

3. Difficulties golfers face in staying current with their class work when they have to miss two class days in a row due to the way golf tournaments are set up.

It has been noted that the new conference schedule allows the spring athletes to attend more afternoon labs. The other two issues continue to present some difficulties, although the faculty is generally quite willing to work with athletes to help them meet their classroom responsibilities.

The university's Director of Academic Advising believes that there is no pattern among athletes in regard to excessive absences and that the problems which have come up have been due to those few athletes who accumulate absences which are not athletically-related on top of their absences for competition. He notes that athletes with attendance problems are treated in the same way other students are.

Administrators and faculty have expressed no major concerns over athletes' absences during the past few years.

8. Describe the means by which the institution's policies and procedures regarding the scheduling of athletics competition and practices (e.g., missed class policy) are communicated to student-athletes.

Coaches are encouraged to emphasize the academic standards expected of Lipscomb student athletes as they talk to prospective student athletes during the recruiting process. That discussion incorporates the Athletics Department's expectations regarding excessive non-athletically related absences and failure to make up assignments, labs, and exams as outlined in the Student Athlete Handbook and the Athletics Policies and Procedures Manual.

At the beginning of each semester the Athletics Department also conducts a meeting for each team in which the Compliance Officer covers pertinent non-academic NCAA regulations (for example, financial aid, limitations on hours of practice), and the Assistant Athletic Director for Academics explains NCAA regulations for remaining academically eligible and each student-athlete's academic responsibilities. She stresses the Athletic Department's policies and expectations regarding athletically and non-athletically related class absences; tardiness; attentiveness in class; attentiveness to keeping up with one's assignments, arranging for makeup work and completing the makeup work promptly; and regularly communicating with the professor about upcoming athletically-related absences and makeup work. The athletes are told that practice can be missed if that is the only time convenient for the professor to work with that student in making up a lab, assignment, or exam. Establishing a time for completing makeup work is at the discretion of the professor. If the designated time conflicts with practice, the athlete is to inform his or her coach ahead of time of the need to miss that practice.

At least once a year the Director of Athletics and university President lead a required meeting for all athletes in order to underscore the expected code of conduct for Lipscomb student athletes both inside and outside the classroom, during competition and at other times as well.

Through team meetings and advising by the Assistant Athletic Director for Academics (either one-on-one or via email sent to all athletes) current student athletes are instructed to obtain a copy of their team's competition schedule from the athletics website or their coach before meeting with their faculty academic advisor during Early Class Selection (pre-registration). They are to refer to that schedule while working with that advisor to create a course schedule which will eliminate as many conflicts between classes and competition as possible. (Coaches are encouraged to inform their incoming recruited players of the need to do the same). Information on the university's academic advising website, updated for each new semester, also provides the advisor each team's practice time, the day(s) of the week which will be most often missed for competition, and the preferred lab day(s).

Every effort is made to reduce conflicts between classes and competitions. However, with the more limited range of facilities and faculty available at a smaller university, the number of sections of a particular course can be limited. Those same factors dictate that practically all labs are offered in the afternoon. These constraints, the sequence of courses or prerequisites mandated by many majors, and the necessity of a student athlete's making satisfactory progress toward a degree make some class and competition conflicts unavoidable. Therefore, if an athlete is struggling academically or his or her performance in a course is being severely damaged by athletically-related absences, the Athletics Director, in consultation with the Assistant Athletic Director for Academics and the coach, may instruct the coach to allow the athlete to attend class instead of participating in a scheduled competition.


Academic Integrity


Evaluation

1. Does the institution demonstrate that written policies are established in all sports to minimize student-athletes? conflicts with class time and/or final examination periods due to participation in intercollegiate athletics, consistent with the provisions of Constitution 3.2.4.12? Currently Yes


Academic Integrity


FOR FRESHMAN STUDENTS GENERALLY AND FRESHMANSTUDENT-ATHLETES ON ATHLETICS-AID

PART I-A: Standardized test Scores, by Gender

Gender Male

StudentsMaleStudent-Athletes

FemaleStudents

FemaleStudent-Athletes

A c a d e m i c Year

Score # o f Students




Average Standardized Test Score

1999-2000 94 242 91 17 92 339 88 17

2000-2001 94 230 87 25 93 352 90 28

2001-2002 97 205 93 21 95 302 90 18

Name of person completing this chart: Dr. Randy Bouldin Title: Associate Professor


Academic Integrity


FOR FRESHMAN STUDENTS GENERALLY AND FRESHMANSTUDENT-ATHLETES ON ATHLETICS-AID

PART I-B: Standardized Test Scores, by Racial or Ethnic Group

Racial or Ethnic Group - All Entering Freshman Students

Am. Ind. / AN Asian / PI Black Hispanic White Other









1999-2000 72 1 68 7 78 21 70 2 94 493 88 57

2000-2001 0 0 87 7 76 23 106 2 95 485 83 65

2001-2002 68 2 78 5 76 16 69 10 96 406 91 68

Racial or Ethnic Group - All Entering Freshman Student-Athletes on Aid

Am. Ind. / AN Asian / PI Black Hispanic White Other









1999-2000 0 0 0 0 76 2 0 0 92 31 95 1

2000-2001 0 0 0 0 76 5 0 0 90 46 80 2

2001-2002 0 0 0 0 109 1 87 1 95 34 82 3

Name of person completing this chart: Dr. Randy Bouldin Title: Assistant Professor


Academic Integrity


FOR FRESHMAN STUDENT-ATHLETES ON ATHLETICS-AID

PART II: GPA and Test Scores, by Sport Group

Sport Group

Football M e n ' s Basketball

Baseball Men's Track/Cross Country

Men's Other Sports and Mixed Sports

W o m e n ' s Basketball

Women's Track/Cross Country

W o m e n ' s Other Sports


C o r e GPA

# o f Students

C o r e GPA

# o f Students

C o r e GPA

# o f Students

Core GPA # o f Students


C o r e GPA

# o f Students


C o r e GPA

# o f Students

Average Core Course GPA

1999-2000 0 0 3.41 4 3.73 2 0 0 3.18 11 3.09 5 0 0 3.71 12

2000-2001 0 0 3.39 5 3.01 6 0 0 3.33 14 3.79 4 3.56 2 3.52 22

2001-2002 0 0 3.22 4 3.79 2 3.6 5 3.14 10 3.45 4 3.64 3 3.66 11











1999-2000 0 0 91 4 104 2 0 0 88 11 77 5 0 0 92 12

2000-2001 0 0 82 5 82 6 0 0 92 14 92 4 92 2 89 22

2001-2002 0 0 87 4 100 2 106 5 88 10 80 4 93 3 92 11

Name of person completing this chart: Dr. Randy Bouldin Title: Assistant Professor


Academic Integrity


SPECIAL-ADMISSIONS INFORMATION

FOR FRESHMAN STUDENTS GENERALLYAND FRESHMAN STUDENT-ATHLETES ON ATHLETICS AID, BY YEAR

Sport Group (Freshman)

Year All Freshman Students

All Freshman Student-Athletes on Athletics Aid **

Baseball M e n ' s Basketball

Football Men's Track/Cross Country

Men's Other Sports and Mixed Sports

W o m e n ' s Basketball

Women's Track/Cross Country

Women's Other Sports

% of Special Admits

2000-2001 4% 0% % % % % % % % %

2001-2002 3% 0% % % % % % % % %

2002-2003 6% 0% % % % % % % % %

Name of person completing this chart: Janet Cates Title: Director, Office of Registrar


Fiscal Integrity


Operating Principle

3.1 Financial Practices

Self-Study Items

1. List all "corrective actions," "conditions for certification" or "strategies for improvement" imposed by the NCAA Division I Committee on Athletics Certification in its first-cycle certification decision (if any) as they relate to Operating Principle 3.1 (Financial Practices). In each case, provide: (a) the original "corrective action," "condition," or "strategy" imposed; (b) the action(s) taken by the institution; (c) the date(s) of the action(s); and (d) an explanation for any partial or noncompletion of such required actions. Please note, the institution is not required to respond to recommendations for required actions developed by the peer-review team unless those same recommendations were adopted by the Committee on Athletics Certification.

Not applicable.

2. List all actions the institution has completed or progress it has made regarding all plans for improvement/recommendations developed by the institution during its first-cycle certification process that relate to Operating Principle 3.1 (Financial Practices). Specifically include: (a) the original plan; (b) the actions(s) taken by the institution; (c) the date(s) of the action(s); (d) actions not taken or not completed; and (e) explanations for partial completion. Please note, the institution will not be required to fulfill an element of a first-cycle plan if the element does not affect conformity with an operating principle.

Not applicable.

3. Describe any additional plans for improvement/recommendations in the area of Operating Principle 3.1 (Financial Practices) developed by the institution since the first-cycle certification decision was rendered by the Committee on Athletics Certification.

Not applicable.

4. List all actions the institution has completed or progress it has made regarding required actions identified by the NCAA Committee on Athletics Certification during the institution's interim-report process (if applicable) as they relate to Operating Principle 3.1 (Financial Practices). Specifically, include for each: (a) the required action, (b) the action(s) taken by the institution, (c) the date(s) of these action(s), (d) action(s) not taken or completed, and (e) explanation(s) for partial completion of such required actions.

Not applicable.

5. List all revenue sources for intercollegiate athletics that are under the clear accounting and financial control of the institution.

Not applicable.

6. List all other sources (i.e., those not under the accounting and financial control of the institution) generating revenue on behalf of the institution's intercollegiate athletics program, including outside foundations.


Fiscal Integrity


Not applicable.

7. Describe the step-by-step process for budget development and approval, and highlight any areas that may differ from the institution's standard or normal budgeting procedures.

Not applicable.

8. Prepare a description for those sources of revenue under the institution's direct control and prepare a description for revenue sources not under the institution's direct control.

Not applicable.

9. Describe the process used in selecting the independent auditor for the institution's external financial audit for intercollegiate athletics that verifies the institution is in compliance with Constitution 6.2.3, including any methods used to ensure the independent nature of the auditor.

Not applicable.

10. Describe the institution's efforts to ensure the audit that verifies the institution is in compliance with Constitution 6.2.3 meets the standards of the NCAA Financial Audit Guidelines.

Not applicable.

11. Describe relevant corrective actions planned or implemented from the three most recent external financial audits.

Not applicable.

12. Describe the ways in which your institution approves expenditures for intercollegiate athletics, including a description of different procedures based on various sources of funding (e.g., booster and support group funds, state funds vs. restricted/foundation funds).

Not applicable.


Copies of the institution's three most recent external (per Constitution 6.2.3.1) and internal (if any) financial audits for intercollegiate athletics.

•

Documentation (e.g., management letters, executive summaries) from the institution's three most recent external audits that verifies the institution is in compliance with Constitution 6.2.3 (annual independent financial audit requirement).

•

Copies of all athletics staff members' most recently completed and signed statements related to the reporting and approval of athletically related income and benefits from sources outside the institution, per NCAA Bylaw 11.2.2.

•

Evaluation

1. Does the institution demonstrate that all funds raised for and expended on athletics are subject to institutionally defined practices of documentation, review and oversight? Currently Yes

2. Does the institution demonstrate that all expenditures from any source for athletics are approved by the institution? Currently Yes


Fiscal Integrity


3. Does the institution demonstrate that budget and audit procedures for athletics are consistent with those followed by the institution generally and with the provisions of NCAA Constitution 6.2? Currently Yes

4. Does the institution demonstrate that the institution's annual budget for athletics is approved by the institution's chief executive officer or designee from outside the athletics department? Currently Yes

5. Does the institution demonstrate that an annual financial audit is performed by a qualified auditor who is not a staff member of the institution and who is selected by the chief executive officer or designee from outside the athletics department? Currently Yes


Fiscal Integrity


Operating Principle

3.2 Fiscal Management and Stability

Self-Study Items

1. List all "corrective actions," "conditions for certification" or "strategies for improvement" imposed by the NCAA Division I Committee on Athletics Certification in its first-cycle certification decision (if any) as they relate to Operating Principle 3.2 (Fiscal Management and Stability). In each case, provide: (a) the original "corrective action," "condition," or "strategy" imposed; (b) the action(s) taken by the institution; (c) the date(s) of the action(s); and (d) an explanation for any partial or noncompletion of such required actions. Please note, the institution is not required to respond to recommendations for required actions developed by the peer-review team unless those same recommendations were adopted by the Committee on Athletics Certification.

Not applicable.

2. List all actions the institution has completed or progress it has made regarding all plans for improvement/recommendations developed by the institution during its first-cycle certification process that relate to Operating Principle 3.2 (Fiscal Management and Stability). Specifically include: (a) the original plan; (b) the actions(s) taken by the institution; (c) the date(s) of the action(s); (d) actions not taken or not completed; and (e) explanations for partial completion. Please note, the institution will not be required to fulfill an element of a first-cycle plan if the element does not affect conformity with an operating principle.

Not applicable.

3. Describe any additional plans for improvement/recommendations in the area of Operating Principle 3.2 (Fiscal Management and Stability) developed by the institution since the first-cycle certification decision was rendered by the Committee on Athletics Certification.

Not applicable.

4. List all actions the institution has completed or progress it has made regarding required actions identified by the NCAA Committee on Athletics Certification during the institution's interim-report process (if applicable) as they relate to Operating Principle 3.2 (Fiscal Management and Stability). Specifically, include for each: (a) the required action, (b) the action(s) taken by the institution, (c) the date(s) of these action(s), (d) action(s) not taken or completed, and (e) explanation(s) for partial completion of such required actions.

Not applicable.

5. Explain the institution's philosophy with respect to the funding of the athletics program.

Not applicable.

6. Using the institution's established budgetary format, prepare a list of both projected and actual athletics revenues (by source) and expenditures (by budget category) for the three most recently completed fiscal years. In doing so, make sure that all athletics administrative costs are included. Provide any revenues and expenditures on a sport-by-sport basis. To add a sport to the list, please click "Add Sport to List."


Fiscal Integrity


1. Not Applicable

a. Revenues by source.

Not applicable

b. Expenditures by budget category.

not applicable.

7. Describe the institutional procedures that are in place to address any deficit in the intercollegiate athletics budget incurred during any fiscal year(s).

Not applicable.

8. Outline the sources, uses and amounts of funds received by the intercollegiate athletics program from nonathletics department and/or noninstitutional sources.

Not applicable.

9. Identify the sources, uses and amounts of athletics department surplus and/or reserve funds.

Not applicable.

10. Describe how the university will accommodate future financing needs of the intercollegiate athletics program or plans to respond to changing conditions based upon the institution's future financing projections.

Not applicable.

11. Using the institution's Equity in Athletics Disclosure Act survey forms, athletic department budget reports, and other appropriate documentation for the three most recent years for which the information is available, evaluate each of the following areas for every sport sponsored by the institution. On the basis of this review, state the institution's determination of its ability to provide relatively full and stable opportunities to student-athletes in each sport in the specific areas of:

Coaching;a.Scholarships;b.Recruiting;c.Operating expenses (e.g., travel, facilities, equipment); andd.Percentage of the sport budget that has to be obtained each via fundraising (i.e., by institutional entities, department, team and individual student-athletes).

e.

To add a sport to the list, please click "Add Sport to List."

1. Not Applicable

a. Coaching.

Not Applicable

b. Scholarships.


Fiscal Integrity


Not Applicable.

c. Recruiting.

Not Applicable.

d. Operating Expenses (e.g., travel, facilities, equipment).

Not Applicable.

e. Percentage of the sport budget that has to be obtained via fundraising (i.e., by institutional entities, department, team and individual student-athletes).

Not Applicable.

12. Using your institution's NCAA Sports Sponsorship Report for the three most recent academic years indicate whether the institution meets the Division I membership requirements for sports sponsorship and scholarships.

Not applicable.

Evaluation

1. Does the institution provide evidence that the management and fiscal practices of the institution assure the financial stability necessary for providing all student-athletes with relatively full and stable opportunities for athletics participation? Currently Yes


Fiscal Integrity


Operating Principle

3.3 Established Fiscal Policies and Procedures

Self-Study Items

1. List all "corrective actions," "conditions for certification" or "strategies for improvement" imposed by the NCAA Division I Committee on Athletics Certification in its first-cycle certification decision (if any) as they relate to Operating Principle 3.3 (Established Fiscal Policies and Procedures). In each case, provide: (a) the original "corrective action," "condition," or "strategy" imposed; (b) the action(s) taken by the institution; (c) the date(s) of the action(s); and (d) an explanation for any partial or noncompletion of such required actions. Please note, the institution is not required to respond to recommendations for required actions developed by the peer-review team unless those same recommendations were adopted by the Committee on Athletics Certification.

Not applicable.

2. List all actions the institution has completed or progress it has made regarding all plans for improvement/recommendations developed by the institution during its first-cycle certification process that relate to Operating Principle 3.3 (Established Fiscal Policies and Procedures). Specifically include: (a) the original plan; (b) the actions(s) taken by the institution; (c) the date(s) of the action(s); (d) actions not taken or not completed; and (e) explanations for partial completion. Please note, the institution will not be required to fulfill an element of a first-cycle plan if the element does not affect conformity with an operating principle.

Not applicable.

3. Describe any additional plans for improvement/recommendations in the area of Operating Principle 3.3 (Established Fiscal Policies and Procedures) developed by the institution since the first-cycle certification decision was rendered by the Committee on Athletics Certification.

Not applicable.

4. List all actions the institution has completed or progress it has made regarding required actions identified by the NCAA Committee on Athletics Certification during the institution's interim-report process (if applicable) as they relate to Operating Principle 3.3 (Established Fiscal Policies and Procedures). Specifically, include for each: (a) the required action, (b) the action(s) taken by the institution, (c) the date(s) of these action(s), (d) action(s) not taken or completed, and (e) explanation(s) for partial completion of such required actions.

Not applicable.

5. Describe the policies and standard operating procedures that help to ensure that all expenditures for athletics are handled in accordance with NCAA, conference and institutional rules including:

Identification of person(s) responsible for these areas; anda.Means of monitoring compliance with these rules.b.


Fiscal Integrity


Not applicable.

6. Describe the university's policies and standard operating procedures for ensuring that prospects do not receive recruiting inducements (e.g. official visit procedures, policies regarding staff travel advances for recruiting trips/expenses, etc.) contrary to NCAA, conference and institutional rules, including:

Identification of person(s) responsible for these areas;a.Means of monitoring compliance with these rules; and,b.Means of ensuring that only institutional or athletics department funds are expended in these areas.

c.

Not applicable.

7. Describe the university's policies and standard operating procedures for ensuring that enrolled student-athletes do not receive extra benefits (e.g., per diem policies, student-host reimbursement procedures, financial aid review policies, equipment checkout/retrieval procedures, etc.) contrary to NCAA, conference and institutional rules, including:

Identification of person(s) responsible for these areas;a.Means of monitoring compliance with these rules; and,b.Means of ensuring that only institutional or athletics department funds are expended in these areas.

c.

Not applicable.


Monitoring records or other documentation for the most recent year, related to impermissible recruiting inducements and prohibited extra benefits (e.g., official visit records, off-campus recruiting records, team travel forms, records related to distribution of meal money, entertainment expenses, equipment).

•

Evaluation

1. Does the institution demonstrate that it has in place fiscal policies and standard operating procedures to ensure that prospective student-athletes are not provided with impermissible recruiting inducements? Currently Yes

2. Does the institution demonstrate that it has in place fiscal policies and standard operating procedures to ensure that enrolled student-athletes are not provided with benefits that are expressly prohibited by NCAA legislation? Currently Yes

3. Does the institution demonstrate that it has in place fiscal policies and standard operating procedures to ensure that all expenditures for athletics are handled consistently in accordance with NCAA, conference and institutional rules? Currently Yes


Equity, Welfare and Sportsmanship


Operating Principle

4.1 Gender Issues

Self-Study Items

1. List all "corrective actions," "conditions for certification" or "strategies for improvement" imposed by the NCAA Division I Committee on Athletics Certification in its first-cycle certification decision (if any) as they relate to Operating Principle 4.1 (Gender Issues). In each case, provide: (a) the original "corrective action," "condition" or "strategy" imposed; (b) the action(s) taken by the institution; (c) the date(s) of the action(s); and (d) an explanation for any partial or noncompletion of such required actions. Please note, the institution is not required to respond to recommendations for required actions developed by the peer-review team unless those same recommendations were adopted by the Committee on Athletics Certification.

Not applicable.

2. Report on the implementation of the plan to address gender-equity issues developed by the institution during its first-cycle certification process. Specifically, include: (a) the original plan, (b) the action(s) taken by the institution, (c) the date(s) of the action(s), (d) action(s) not taken or not completed, and (e) explanation(s) for partial completion. [Please note: within gender-equity written plans, specific numerical targets may place an institution at legal risk and are not expected nor should they be included in an institution's written plan. If an institution has already submitted a plan to the committee that includes specific hiring numbers, the committee will not hold the institution accountable for achieving those specific numerical targets. Rather, the committee advises institutions to submit plans that have broad, flexible non-numeric hiring goals.]

Not applicable.

3. Describe any additional plans for improvement/recommendations in the area of Operating Principle 4.1 (Gender Issues) developed by the institution since the first-cycle certification decision was rendered by the Committee on Athletics Certification.

Not applicable

4. List all actions the institution has completed or progress it has made regarding required actions identified by the NCAA Committee on Athletics Certification during the institution's interim-report process (if applicable) as they relate to Operating Principle 4.1 (Gender Issues). Specifically, include for each: (a) the required action, (b) the action(s) taken by the institution, (c) the date(s) of these action(s), (d) action(s) not taken or completed, and (e) explanation(s) for partial completion.

Not applicable.

5. Explain how the institution is organized to further its efforts related to the gender issues operating principle for both athletics department staff and student-athletes and provide evidence that matters concerning gender equity are monitored, evaluated and addressed on a continuing basis.

StaffLipscomb University is committed to equal opportunity in employment without regard to race, religion, sex, age, color, national or ethnic origin, or physical handicap. The University continually seeks to enlarge the pool of




candidates for students and employees from minority groups. In addition, Lipscomb University has adopted affirmative action plans for women and minorities, and views its affirmative action policy as an integral part of the overall operation of the university. The administration of these policies throughout the year is the responsibility of the administrator in charge of each area.

Lipscomb University's advertisements for employment indicate that the university is "an Equal Opportunity Employer." Lipscomb University makes a concerted effort to ensure that women are given an equal opportunity for employment and promotion. The Athletics Department rigorously adheres to Lipscomb University's equal opportunity policies.

In both coaching and staff positions, there is a need to increase the number of women and ethnic minorities. As positions become open, a deliberate effort is made to seek qualified women and minorities through aggressive nationwide searches. One significant factor in the hiring of Lipscomb University staff members is the requirement that all employees be active members of the churches of Christ, the church with which the university is affiliated. This requirement narrows the pool of applicants for all positions. Lipscomb strongly believes that finding church of Christ members has great significance in the hiring process.

In 2000-2001, Lipscomb University hired two female head coaches for softball and volleyball, as well as a female assistant women's basketball coach. Those two female head coaches left on their own initiative and were replaced by male coaches: the former softball coach resumed his head-coaching position in softball in the fall of 2002, and the assistant volleyball coach moved up into the head coaching position in the fall of 2003. Also in the fall of 2002, a female was hired to coach the women's soccer team.

StudentsLipscomb University is committed to providing equal educational opportunities to any qualified student without regard to race, religion, sex, age, color, national or ethnic origin, or physical handicap. In a manner consistent with all applicable laws and regulations, it does not discriminate on the basis of race, religion, sex, age, color, national or ethnic origin or physical handicap, in the administration of its educational policies, programs, and activities, including its admission policies, scholarship and loan programs, employment practices, athletic and other school-administered programs except where necessitated by specific religious tenets held by the institution. The Athletics Department rigorously adheres to and promotes these policies.

The athletic program has made significant progress in the area of gender equity. In the last nine years the following women's sports have been added: Volleyball, Cross-Country, Softball, Golf, Soccer, Women's Outdoor Track and Field, and Women's Indoor Track and Field. The percentage of female athletes has increased from 40% to 48% over the last five years. Additional funds have been allocated for women's athletic scholarships.

The Faculty Athletic Advisory Committee (FAAC) provides advice and counsel to the Athletic Department on all matters related to the academic integrity of intercollegiate athletics, as well as the academic and personal well-being of all student-athletes. The committee is responsible for ensuring that all athletic policies and procedures are consistent with the university's academic mission. The members of the committee include the Provost, a faculty athletic representative, the Director of Athletics, the Assistant Director of Athletics (academics), the president of the faculty senate, and three faculty representatives. Currently (2003-2004), this committee includes two female members. Student concerns may be directed to the Student Athlete Advisory Committee (SAAC). The SAAC is comprised of two student-athlete representatives from each team. It exists to address any concerns, including gender issues, that student-athletes wish to have brought before the athletics administration. This 28-member committee currently (2003-2004) includes sixteen female student-athletes.

6. Using your institution's completed Equity in Athletics Disclosure Act survey form and worksheets for the three most recent academic years for which the information is available, analyze, explain and address discrepancies in the data between male and female student-athletes and comment on any trends or significant changes.

Information from the Equity in Athletics Disclosure Act surveys for the three most recent years for which the information is available, 2000-2001, 2001-2002, and 2002-2003, can be found in Exhibit 4.1.6. The exhibit also contains the analysis of that information.

7. Using the program areas for gender issues, please:

describe how the institution has ensured a complete study of each of the areas,a.




Provide data demonstrating the institution's status/commitment, including resource allocation, across each of the areas,

b.

Identify areas of deficiency and comment on any trends, andc.Explain how the institution's future plan for gender issues addresses each of the areas.d.

[Note: The institution may want to refer to the equitable medical care section of the NCAA Sports Medicine Handbook Guideline No. 1-A as a guide in responding to Item No. 9 of the program area checklist.]

1. Athletics Scholarships. Scholarship dollars to be awarded to women and men at same proportion as their respective rate of participation in the intercollegiate athletics program.

a. Describe how the institution has ensured a complete study of this area.

The NCAA Certification Subcommittee on Equity, Welfare and Sporting Conduct, the Director of Athletics, and the Senior Woman's Administrator directly participated in the development of the current Gender Equity Plan. Initially, the subcommittee gathered information related to the 13 program areas and then presented findings based on interviews with athletic department personnel, the current EADA reports and information provided by university staff. The initial recommendations were given to a smaller sub-committee comprised of the Director of Athletics, the Senior Woman's Administrator, and the four coaches on the original committee (head coach of women's basketball, head coach of women's soccer, head coach of softball and the head coach of cross country/track and field). The smaller sub-committee drafted the Gender Equity Plan that was then submitted to the original sub-committee for approval. After the plan was approved by the Subcommittee on Equity, Welfare and Sporting Conduct, members of the NCAA Certification Steering Committee read and approved the plan. The draft of the final report and plan was then posted on the university website for university-wide comments and approval.

b. Provide data demonstrating the institution's status/commitment, including resource allocation, across this area.

1. Athletic Scholarships - Scholarship dollars are to be awarded to women and men at the same proportion as their respective rate of participation in the intercollegiate athletics program.

See Exhibit 4.1.7.1b.

c. Identify areas of deficiency and comment on any trends.

The amount of aid awarded to female student-athletes increased 66% from 2000-2001 to 2002-2003. The percent of athletic aid awarded to women has been above the rate of participation for the past three years. The rate of participation is increasing faster than the percent of aid to females.

d. Explain how the institution's future plan for gender issues addresses this area.

The Gender Equity Plan calls for maintaining the current practice of allocating scholarship aid to women at a percentage that matches or exceeds the women's participation rate and for monitoring that allocation annually. Additional scholarships will be added, if necessary.

2. Accommodation of Interests and Abilities. Participation proportionate to enrollment; history and continuing practice of program expansion for underrepresented sex; and/or, fully and effectively accommodate underrepresented sex; equivalent levels of competition. Please note, when presenting gender-equity plans for the future, institutions must clearly identify methods (e.g., proportionality, history of program expansion, etc.) for addressing accommodation of interests and abilities.





See response in Athletic Scholarships: Section 4.1.7.1a.


In 2002-03, 48% of the student-athlete population was female and 56% of the total undergraduate population was female. Lipscomb now fields nine women's teams and six men's teams.

See Exhibit 4.1.7.2b

Our athletics program has demonstrated a history of expansion in women's sports during the past five years with the addition of women's soccer in 1999-2000, women's outdoor track and field in 2001-2002, and women's indoor track and field in 2003-2004.


The percent of undergraduate population that is female has remained fairly constant at 56% or 57%. The percent of female student athlete participation has increased from 43.6% in 2000-2001 to 48% in 2002-2003. The athletics program has satisfied the history of continuing practice of program expansion of underrepresented sex.


The Gender Equity Plan calls for surveying the student body to identify interests and to monitor intramural sports participation as well as monitoring feeder programs such as high schools, junior colleges, and AAU programs to identify interests. In addition, a written plan will be developed and included in the Athletics Policies Manual regarding adding, deleting, or suspending sports teams on campus.

3. Equipment and Supplies. Quality; amount; suitability; maintenance and replacement; availability of equipment and supplies.





This table shows that the percentage of actual expenditure for female teams has increased from 39.3% in 2000-2001 to 49% in 2002-2003. However, the operating expense percentage is only 46.6% in 2002-2003 & the per capita operating expense percentage is only 44.3% in 2002-2003.

Coaches purchase equipment, uniforms, and supplies out of their operating budgets. There is a line item for equipment, but funds can be moved from one line item to another. If a special need beyond basic equipment and supplies arises, then the coach discusses purchasing the item with the Athletic Director. As shown in the tables and explanation found in Exhibit 4.1.7.3b, the coaches have all been surveyed as to the amount and quality of equipment and supplies they buy, the frequency with which those items are purchased and replaced, the steps taken to maintain them, the criteria for replacement, and their availability. We are able to meet the basic equipment and supplies needed as we begin our second year of active membership in Division I of the NCAA and are able to provide equitable equipment and supplies for men's and women's sports.


The percentage spent for equipment, percentage of operating expenses and the per capita expenditure have all increased over the past three years. We are able to meet the basic equipment and supplies




needed as we begin our second year of active membership in Division I of the NCAA and are able to provide equitable equipment and supplies for men's and women's sports.


The Gender Equity Plan calls for annually reviewing equipment needs as well as quality and quantity of equipment with each head coach. Funds will be allocated to maintain equity and inequities will be eliminated if they exist.

4. Scheduling of Games and Practice Time. Number of games; number, length, and time of day of practices; time of day of games; preseason and postseason opportunities.




Number of games

The charts in Exhibit 4.1.7.4b show the number of countable contests for both men's teams and women's teams for 2001-2002 and 2002-2003. This information is taken from reports sent to the NCAA by the Assistant Director of Athletics for Compliance during our provisional status. No records of contests for 2000-2001 were required since we were still considered a member of the NAIA at the time and were playing some NAIA contests.


Scheduling of Games

The schedules of some teams are obviously dictated more by conference play scheduled by the Atlantic Sun. Plus those sports which jointly use facilities must coordinate their respective schedules.

For the men's and women's tennis teams home matches are played concurrently, which our tennis facilities allow. The men's and women's cross country teams participate essentially in the same meets. The golf coach schedules the men's and women's tournaments so that each team participates in an equal number.

The men's and women's soccer schedules are coordinated by those two teams' respective head coaches as they work around times to play conference games, and there is equity between the number of night and afternoon matches and who plays first/last on those days when both teams play on our soccer field.

Afternoon time slots for home games are evenly divided between the men's and women's basketball teams; the women play first when both teams are playing "doubleheader" games at home. Scheduling is coordinated by the head coaches of both teams in conjunction with the Director of Athletics and in accordance with the schedules devised by the Atlantic Sun conference.

Number and Scheduling of Practices

Men's and women's tennis share a coach, men's and women's golf share a coach, and men's and women's cross country and women's indoor/outdoor track and field share a coach, so those teams primarily practice concurrently. The practices of men's and women's basketball and volleyball in Allen Arena (occasionally in McQuiddy Gym) are scheduled by those 3 coaches in consultation with the Director of Athletics to achieve equity while the coach of the men's soccer team and the coach of the women's soccer team work together to schedule equitable practice times on the soccer field. The baseball team and softball team practice on separate fields.

A table found in Exhibit 4.1.7.4b-1 breaks down the number and length of practices per week per team for the Fall 2003 and Spring 2004 semesters.

Preseason and Postseason Opportunities




All teams which qualify for post-season competition will be funded to compete. Qualifying members of both cross country teams ran in the Atlantic Sun conference meet and the NCAA South Region meet in the fall of 2003 and the women's basketball team participated in the Atlantic Sun conference tournament and the NCAA women's basketball championship tournament.

In the fall, both basketball teams played two exhibition games each, and both soccer teams played one preseason scrimmage.


There was a higher number of practices held for men's soccer as opposed to women's soccer during the fall of 2003. The number for the men does include allowable preseason practices, and the number for the women may not include that figure.

It should also be noted that the scheduling of the women's track and field practices is limited by the availability of the high school track. According to NCAA regulations, the track coach cannot be at that track when high school students who could become prospective student-athletes are there.

The fact that women's basketball always plays first when back-to-back women's and men's games are played at home is probably more advantageous than disadvantageous for the women?s teams. That arrangement to some degree increases the crowd for the second half of the women's game since some of the men's fans arrive early and watch the end of the women's game when they otherwise would not. Having the men play first could be detrimental to the size of the crowd for the women's game.


The Gender Equity Plan calls annually for reviewing practice schedules and competition schedules to maintain the equity between the women's and men's teams. Inequities will be eliminated if they exist.

5. Travel and Per Diem Allowance. Modes of transportation; housing furnished during travel; length of stay before and after competitive events; dining arrangements and per diem.




Information on total Team Travel expenses (including lodging and meals) from the EADA reports for 2000-2001, 2001-2002, and 2002-2003 is found in Exhibit 4.1.7.5b.

The explanation below details types of transportation and housing and money spent on meals during 2003-2004.

TransportationThe mode of transportation to be used on any athletic trip is up to the discretion of the coach in consultation with the Director of Athletics. Since the university does not own buses or vans, those 2 modes of transportation are provided for the whole athletics department by Wise Coaches (bus line) and Tennessee Car and Van Rental at set prices, and the coaches are encouraged to use buses and vans whenever possible.

Men's and women's basketball are the teams that most travel by air, using Wise Coaches to transport them to and from the Nashville airport. During the 2003-2004 season women?s basketball traveled by air 4 times (Honolulu for the Waikiki Beach Marriott Tournament, Central Florida/Florida Atlantic, Gardner-Webb/Campbell, and Jacksonville-Stetson) and the men 5 times (Kansas State, Nebraska, Central Florida/Florida Atlantic, Gardner-Webb/Campbell, and Jacksonville/Stetson).

In the fall of 2003 men's soccer flew to Tulsa (Oral Roberts) and Florida (Florida Atlantic/Central Florida) while the women?s soccer team took no trips by air. In the spring of 2004 the baseball team will fly to Boca Raton, Florida to play Florida Atlantic while the softball team is taking no trips by air. The volleyball team flew to Florida to play Jacksonville, Stetson, and Bethune Cookman in the fall of 2003.




During the 2003-2004 men's and women's cross country traveling together used a bus to travel to 2 contests; women's soccer 7 matches versus 6 for the men's soccer team; men's and women's basketball 3 each. Softball took 10 bus trips while baseball took 8, and volleyball took the bus on 3 trips.

Men's and women's tennis used 15-passenger vans exclusively while men's and women's golf used both 8-passenger and 15-passenger vans. The women's golf team traveled in an 8-passenger van to 8 tournaments versus 6 tournaments in that same size van for the men?s team. Fifteen-passenger vans were used 2 times by the women's golf team versus 3 times by the men. Other teams traveling in 15-passenger vans include men's and women's cross country (3 trips traveling together); women's soccer (4 trips); men's soccer (1 trip); softball (3 trips); baseball (1 trip); and volleyball (5 trips).

Personal cars were used when contests were local, primarily to Belmont, Tennessee State University, and Vanderbilt: men's and women's cross country both used personal cars 2 times; both men's and women's basketball 1 time; women's soccer 1 time; men's soccer 2 times; softball 2 times; and baseball 1 time.

HousingThe men's and women's tennis teams share a coach as do the men's and women's cross country teams and the men's and women's golf teams and consequently are housed in the same type of hotels. Men's and women's basketball share an administrative assistant who makes their travel arrangements so they too are housed in similar hotels. Men's soccer mainly stays in Holiday Inn/Comfort Inn type hotels but during the fall of 2003 stayed in a Radisson (1 time), a Hilton (1 time), and a Hyatt (2 times). Those 4 choices were hotels used by the host schools and offered the lowest rates possible to visiting teams. Women's soccer stayed consistently in the Holiday Inn/Comfort Inn type of hotel. While softball will stay in that type of hotel on every trip in the spring of 2004, baseball will spend 2 nights in the Radisson and 2 in a Doubletree in addition to staying in mainly Holiday Inn /Comfort Inn hotels. However, during the fall of 2003 volleyball stayed in an Adams Mark on 1 trip and a Hilton on another, and women's basketball stayed in the Waikiki Beach Marriott Resort Hotel while playing in the tournament hosted by that hotel.

See Exhibit 4.1.7.5b-1 for a sport-specific breakdown of the number of athletes housed per room.

In terms of length of stay before and after a competition, all the teams stay the night before and return to Nashville immediately after the game unless the game is a late one.

Meals and Per DiemThe athletics program does not have a set per diem, so the type of restaurants patronized and the money allocated per player for each meal is determined by each head coach.

A table in Exhibit 4.1.7.5b-2, shows the breakdown of how teams allocate these funds per player in 2003-2004.


While there is no specified per diem for meals, the teams as a whole appear to essentially have a per diem in the range of $18-22 for 2003-2004 and seem to patronize equitable types of restaurants. See Exhibit 4.1.7.5b-2.

As for modes of transportation in 2003-2004, there appears to be equity there. The men's soccer team flew to Tulsa and south Florida; however the women's soccer team did not travel as far as south Florida and therefore did not need to travel by air. Likewise the baseball team is playing conference opponents in south Florida, necessitating a trip by air, whereas softball is not traveling to south Florida for any conference games. During the 2005 baseball and softball season softball will travel to south Florida for conference play and baseball will not.

In weighing the transportation of the overall men's program versus the overall women's program, it must be additionally noted that volleyball, a women's team, flew to Florida once for 3 matches and the women's basketball team flew to Honolulu for the Waikiki Beach Marriott tournament, a trip much farther than any taken by a men's team and a trip which the Lady Bisons raised money on their own to subsidize.

Again, there is a very slight difference in the grade of hotel that the women's soccer and softball teams stay in versus the men's soccer and baseball teams. In the fall of 2003 men's soccer stayed in a "nicer" hotel 4 times while the women stayed exclusively in Holiday Inn/Comfort Inn type hotels. Those 4 "nicer" choices for the men, however, were hotels used by the host schools and offered the lowest rates possible to visiting teams. In the spring of 2004 baseball will spend 2 nights in a Radisson and 2 in a Doubletree




while softball will stay in the Holiday Inn/Comfort Inn type all season. To offset those differences, another women's team volleyball stayed at an Adams Mark on 1 trip and a Hilton on another during Fall 2003, and the women's basketball team's rooms at the Waikiki Beach Marriott were compensated for those participating in the tournament the hotel hosted.

Regarding trends in the team travel expenses documented in the EADA reports for 2000-2001, 2001-2002, and 2002-2003, the gap in the totals spent on the men's program versus those spent on the women's program consistently decreased. In 2000-2001 $71,363 less was spent on travel for the women's teams. That gap decreased to $62,863 the next year and decreased even more significantly to $38,827 in 2002-2003.

In reference to specific teams within the men's and women's programs, several improvements and differences are of interest. First, the gap between men's and women's basketball was reduced from $68,762 in 2000-2001 to $50,682 in 2001-2002, roughly $18,000. With a gap of $50,682 in 2001-2002 and $25,067 in 2002-2003, or a difference in that gap of $25, 615, the narrowing of that gap was slightly reversed.

In golf for 2002-2003 the difference in expenses between the men's and women's teams is slightly less than $5,000 with less being spent on the women's team. The gap between the men's and women's teams narrowed between 2000-2001 and 2001-2002 and then widened between 2001-2002 and 2002-2003.

The difference in the travel expenses between the men's and women's basketball teams during Lipscomb's status as a provisional member of the NCAA (1999-2003) can be partially attributed to factors outside the control of the institution. In order to schedule the number of contests required by the NCAA the men's team had to travel much farther, as far away as California, for instance. More local teams such as Middle Tennessee State and Austin Peay were willing to play the women's team, whereas that was not true for the men. It should also be noted here that the women played in a tournament in the Bahamas during the 2002-2003 season and in the Waikiki Beach Marriott tournament in November 2003.

However, with active membership in the Atlantic Sun conference comes the consistency of a set number of conference games for both the men's and women's teams. In the future both teams will play 7 non-conference games, creating more equity in travel.

Some improvements were seen in the overall women's program versus the men's with the addition of a women's outdoor track and field team in 2001-2002, and volleyball's travel expenses increasing $13,382 between 2001-2002 and 2002-2003.


The Gender Equity Plan calls for annually reviewing and maintaining equity in transportation, housing during travel, per diem allowances, and dining arrangements. Inequities will be eliminated if they exist.

6. Tutors. Availability - procedures and criteria for obtaining assistance; Assignment - qualifications, training, experience, etc.; Compensation - rate of pay, pupil loads, qualifications, experience, other terms and conditions of employment.




Tutors are provided for all student-athletes who request them or who are deemed as needing one by Academic Support Services under the direction of the Assistant Director of Athletics for Academics. Academic Support Services receives periodic updates from the faculty re each athlete's academic performance in a class as well as midterm deficiency grades of D or F, and information on those reports may prompt finding a tutor for an athlete. Male and female athletes have equal access to tutoring, and the same pool of tutors is used for all student-athletes. No cap has ever been placed on the number of tutors the Athletic Department will pay.




Tutors are undergraduates selected according to recommendations from department chairs or other professors who can speak to a potential tutor's expertise in his or her discipline. Athletes needing help with writing are encouraged to go to the University Writing Center; its hours are varied enough (afternoon and evening hours) to work with athletes' practice and competition schedules. Those needing help with math can go to the university Math Lab, but it is primarily open in the afternoon during practice times. Consequently we hire several math tutors in the Athletic Department.

Tutors are assigned to athletes by the Assistant Director of Athletics for Academics who balances the number of student-athletes being helped by the various tutors. Most tutors are paid $5.40 an hour?the rate earned by all university student workers. A tutor who has worked for the Athletic Department for a year or so may receive a slight raise based on a merit evaluation by the Assistant Director of Athletics for Academics.


No official records of the number of male athletes and number of female athletes who have been provided tutoring services have been kept, although no student desiring or needing a tutor has been denied one.

Because tutors as well as other student workers are basically paid minimum wage, it is hard to keep a steady pool of tutors, especially in some disciplines. In a city Nashville's size, there are far more lucrative job opportunities, especially for bright students. Plus this small university does not have a large number of graduate students who could be employed as tutors.

At this point, without an Academic Counseling Center or academic support services facility in the Athletic Department, there is no designated place and time for tutors to meet with those they tutor. The Assistant Director of Athletics emails the tutor's contact information to the athlete needing help, and tutor and athlete mutually arrange a time and place for the tutoring session. This makes it difficult to monitor the quality of tutoring, although student-athletes working with tutors are informally asked to evaluate the effectiveness and conscientiousness of the tutor they have been assigned. There have been no complaints about tutors, but should there be a problem with any tutor, other tutoring arrangements would be made by the Assistant Director of Athletics for Academics.


The Gender Equity Plan calls for annually reviewing tutorial services, study halls, academic counseling, and the monitoring of the athletes' academic progress. Inequities will be eliminated if they exist.

7. Coaches. Availability - full time, part time, assistant, and graduate assistants; Assignment - training, experience, professional standing, and other professional qualifications; Compensation - rate of compensation, duration of contracts, conditions relating to contract renewal, experience, nature of coaching duties, working conditions, and other terms and conditions of employment.




All head coaches are full-time employees of the university with the exception of coach of the men's and women's golf teams who is retired from the university and only coaches golf as his employment. The coach of both tennis teams is a full time faculty member in the Department of Kinesiology and receives a stipend to coach both teams. Coaches may have responsibility for more than one team, and/or have additional duties.


The coaches of both the men's and women's basketball teams have multi-year contracts and their compensation is dictated within the respective contracts. All other coaches are on one-year appointments.




One coach coaches men's and women's cross country, women's indoor track, and women's outdoor track. Both tennis teams are coached by the same coach and both golf teams are coached by the same coach. None of the head coaches has additional duties at Lipscomb except for the volleyball coach who has administrative duties including game promotions, the softball coach who is the Associate Director of Athletics and the tennis coach who is a full time faculty member. The assistant softball coach has administrative duties, but the assistant baseball coach is full time. Men's basketball has three full time assistants, but women's basketball has two full time assistants and a graduate assistant.

According to the EADA reports for 2000-2001, 2001-2002, and 2000-2003, there are seven head women's coaches and six head men's coaches. In the most recent year, 2002-2003, there are 12 assistants in women's sports with 6.25 FTE, and there are eight assistants in men's sports with 5.25 FTE. The average salaries for both head coaches and assistants are considerably higher for men's sports.


There is a fairly large difference in average salary between coaches of men's sports and women's sports for both head coaches and assistant coaches. The salaries of almost all of the head coaches who coach only a women's team (basketball, softball, and soccer) are above the median salary for their counterparts at other private universities in the Atlantic Sun conference. Volleyball is the exception. The responsibilities of some of the head coaches of men's teams are also different from those of the head coaches of women's teams.

The head coaches of some of the women's sports have additional administrative responsibilities, but the coaches of men's sports do not have administrative duties. Men's sports have more full time assistants.


The Gender Equity Plan calls for creating a full-time head coaching position for softball and a full-time head coaching position for volleyball. The full-time head coaching position in softball would be filled for the 2007-2008 academic year, while the full-time head coaching position in volleyball would be filled for the 2008-2009 academic year. The Gender Equity Plan also calls for creating two additional assistant coach's positions for women's sports. An assistant coaching position would be filled for a women's sport for the 2006-2007 academic year, while one assistant coaching position would be filled for a women's sport for the 2008-2009 academic year. Lastly, coaches' compensation would be reviewed annually and inequities would be eliminated if they exist.

8. Locker Rooms, Practice and Competitive Facilities. Quality, availability, and exclusivity of practice and competitive facilities; quality and availability of locker rooms; maintenance and preparation of practice and competitive facilities.




The Athletic Department moved into 5,028-seat Allen Arena in the fall of 2001. The arena houses the athletic training room, athletic offices, a basketball/volleyball court, locker rooms for men's and women's basketball, softball, volleyball, men's and women's tennis, men's and women's soccer, baseball, and visiting teams and 4 concession stands. Located in the adjacent McQuiddy Gym is the 4,000-square foot Strength and Conditioning facility. Opened in February 2001, the weight room features state-of-the-art equipment and is equally accessible to male and female athletes.

The men's and women's basketball teams and the volleyball team play in Allen Arena, which overlooks Dugan Field, home to the baseball team, and a batting facility. The Dugan baseball complex includes a mix of chairback seating and stationary bleachers, a press box and concession stand, and dugouts with water fountains and restrooms. It does not yet have lights.




To the west of the Dugan baseball complex are 8 tennis courts with a small storage shed, a few portable bleachers for spectators, and lights.

The lighted soccer field (also used for intramurals) is at the southwest corner of the campus. The players sit under covered soccer dugouts while the fans sit either on the hill on the north side of the field or on portable bleachers which are moved between the soccer field and the softball field as needed. Concessions are sold from a portable trailer.

The softball field currently occupies space slated for a new academic building. The new softball complex will be built just north of the soccer/intramural field. The current field is not lighted, its dugouts are built out of fencing, and the fans sit on portable bleachers. Concessions are sold from a portable trailer, and the PA system is set up on an uncovered scorer's table.

Men's and women's golf practice at local Nashville courses, and the women's track and field team schedules practice according to the availability of the Lipscomb high school track. There are plans to place a net for golf practice inside part of Allen Arena for practice during inclement weather.

When teams are forced to move indoors to practice, men's and women's basketball, softball, baseball, men's and women's tennis, and volleyball use McQuiddy Gym. Men's sports are not given priority in those circumstances; an equitable schedule is worked out among the coaches of those teams in conjunction with the Director of Athletics.

As mentioned above, our arena has 9 team locker rooms. The men's and women's basketball locker rooms are larger than the other 7 locker rooms but are equal in size to each other and have the same types of amenities. Six of the other 7 locker rooms are the same size for men's and women's soccer, men's and women's tennis, volleyball, and softball. Baseball's is larger due to the 30+ players it has to accommodate.

All of the locker rooms have custom wood lockers with combination locks, stools, showers, and restroom facilities.

Maintenance and cleaning of all the locker rooms is taken care of by the university's facilities and housekeeping department. An employee of the Athletic Department is responsible for putting up and taking down the basketball goals (the arena is used for events other than athletics) and helping with the maintenance and preparation of the baseball, softball, and soccer fields'as well as other athletic facilities work assigned by the Director of Athletics.


There is largely gender equity in the quality and availability of practice and competitive facilities, locker rooms, and help with maintaining and preparing the various facilities. The 6 teams who do not have locker rooms - men's and women's golf, men's and women's cross country, and women's indoor and outdoor track and field - do not practice on campus.

One difference is the quality of the baseball complex versus that of the softball field. The current softball field is not maintained as well as the baseball field in terms of chemical spraying, the quality/amount of dirt, and attention given it by Athletic Department facilities personnel. However, the university does not want to invest lots of money into a facility which will soon no longer be used. There are plans to build in phases a softball complex with a batting facility, dugouts with restrooms, a press box, storage, lighting, seating, and a well drained and irrigated field that satisfies the requirements of equity.

Since men's and women's basketball and volleyball all use the arena for practice, their respective practice schedules have to be managed in consultation with the Director of Athletics. During volleyball season the 2 basketball teams may spend part of practice time in McQuiddy Gym. The volleyball team typically practices early in the morning during the fall due to the management of practices and the class and lab schedules of the volleyball players.

As noted in the section on practices, the scheduling of the women's indoor and outdoor track and field practices is limited by the availability of the Lipscomb high school track.


The Gender Equity Plan calls for maintaining the current equity in the locker rooms and the practice and competitive facilities for all sports as well as constructing an equitable softball facility in phases, beginning during the 2005-2006 academic year.




9. Medical and Training Facilities and Services. Availability of medical personnel; availability and quality of weight training, and conditioning facilities; availability and qualifications of athletics trainers; health, accident, and injury insurance coverage.




Female and male student-athletes have access to all aspects of the medical staff including certified athletic trainers, physicians, physical therapists, nurses, and other allied health professionals. Referral and access to these professionals is made on an as needed and medically indicated basis regardless of gender.

The medical training staff is nationally and Tennessee State licensed and comprised of four full-time athletic trainers. The head athletic trainer has six years experience, and the assistant athletic trainers have five, four, and two years experience since their certification. In 2003-2004 the head athletic trainer covered men's basketball home and away, softball home and away, and provided care as needed to men's and women's golf in the training room. One assistant athletic trainer covered women's basketball home and away, and men's soccer home and away. Another assistant athletic trainer covered women's soccer home and away, baseball home and away, and men's and women's cross country at home. The other assistant athletic trainer covered men's and women's tennis at home, volleyball home and away, and women's indoor and outdoor track and field at home.

All student-athletes use one athletic training facility and have access to the training room during normal business hours 8 am to 11 am, and 1 pm to close on Monday through Friday. Close is when the last student-athlete is finished. On weekends, the athletic training facility is open one and one half hours prior to practice or competition, and is open to close. Access to the facility is also available by scheduling an appointment at any time other than the posted hours of operation. All athletic teams use the athletic weight training facility which is dedicated to athletics except for a couple of weight training classes offered by the Department of Kinesiology. The facility is staffed by one head strength and conditioning coach, one assistant strength and conditioning coach, and one graduate assistant. The strength and conditioning staff design and supervise strength and conditioning for all teams. Male and female teams have equal access to instruction from the staff.

Primary insurance coverage on all student-athletes is through their parents' or student health insurance. At whatever point the coverage stops, the Athletic Department's secondary coverage begins. If a student-athlete has no coverage, the Department of Intercollegiate Athletics pays the entire cost through its own insurance. No student-athlete pays any costs due to athletically related injury. All student-athletes are covered under a group policy underwritten by Guarantee Trust Life Insurance Company and administered by Student Athletic Protection, Inc., for all athletically-related health problems resulting from participating in athletics.


There is equal access to medical and training facilities and services for male and female student-athletes.


The Gender Equity Plan calls for annually reviewing the quality of the medical and training facilities and services with the Strength and Conditioning coach in charge of the training facilities and with the Head Athletic Trainer. Inequities will be eliminated if they exist.

10. Housing and Dining Facilities and Services. Housing provided; special services as part of housing; dining arrangements.







Student-athletes live in residence halls and off-campus apartments or houses. There are no separate residence halls for athletes. In 2003-2004 senior student-athletes who received sufficient institutional aid were allowed to live off-campus and receive the equivalent of the cost of on-campus housing to pay their rent. However, that policy has been changed effective for the 2004-2005 year, so that no one may receive money for off-campus housing. During pre-season, semester breaks, extended holiday periods, and after classes, campus housing is available. Those living off-campus usually have annual leases and are not affected.

Participants whose grant-in-aids include room and board are provided a meal plan to eat on campus. When athletes are required to be on campus for practice or competition and the campus dining facility is closed, the university provides food or money for food to those athletes. The same campus meal plan is available to both male and female student-athletes.

The per diem spent on meals seems to be equitable between the men's program and the women's in that all the teams appear to have spent in the range of $18-22 per day in 2003-2004 during school holidays and when traveling. Otherwise, male and female student-athletes are under the same policies for housing and dining facilities and services.


Student-athletes are treated equally in regard to housing policies. Male and female student-athletes have similar on campus housing options although they do not have co-ed housing facilities. The same dining facilities and meal plans are available to all student-athletes. Fewer operating budget per capita dollars for women's teams may mean that there is less meal money available for times that school is not is session. The per diem spent on meals seems to be equitable between the men's program and the women's in that all the teams appear to have spent in the range of $18-22 per day in 2003-2004 during school holidays and when traveling.


The Gender Equity Plan calls for annually reviewing the facilities and dining arrangements by consulting with the university administration and the Student Athlete Advisory Committee. Inequities will be eliminated if they exist.

11. Publicity. Availability and quality of sports information personnel; access to other publicity resources; quantity and quality of publications and other promotional devices.




The heads of the sports information and marketing personnel are very well qualified. The Director of Athletic Media Relations has a law degree and has been writing sports for more than 25 years: 13 years as a sportswriter for the Nashville Banner where he was promoted to senior sportswriter, and 9 years as the editor of the Shelbyville, (TN), Times-Gazette. He is the former president of the Tennessee Associated Press Managing Editors. The Director of Athletic Marketing has been the director of marketing for Incentive Publications of Nashville, an account executive for Steve Diggs and Friends Advertising, a graphic artist for Colson Printing in Valdosta, Georgia, and special projects coordinator for Nashville! Magazine.

They are assisted by 4 undergraduate students: 2 females and 2 males. One of the female students is a work study student who helps in small ways with all facets of sports information and publications; the other




female student has worked on stats for both men's and women's sports and on the media guides for men's and women's basketball, men's and women's soccer, and volleyball. One of the male students who is a freshman updates information on all sports on the athletics website, maintains stats for all the sports, and assists with radio broadcasts. The other male student has been working for the department for 4 years and contributes to many facets of sports information for both the men's and women's programs: maintaining stats on all sports, updating the website, providing technical assistance to the radio crew for men's and women's basketball broadcasts, and manning the public address system/making announcements at all men's and women's soccer matches.

During the 2003-2004 academic year media guides were produced for men's and women's soccer, volleyball, and men's and women's basketball, using the same paper stock and amount of color content for each. The baseball, softball, and tennis coaches used a web guide instead of a printed media guide; plans are to create web guides for all sports except men's and women's basketball starting in 2004-2005. Schedule cards were produced and printed for men's and women's basketball and baseball. The softball coach chose to produce and print the softball schedule cards in order to have them available sooner.

Due to his years of experience in working with sportswriters and broadcasters our Director of Athletic Media Relations has worked hard to obtain TV, radio, and newspaper coverage of both our men's and women's sports, especially basketball, and has been successful in arranging for both the men's and women's basketball coaches to be guests on several local radio shows.

There are radio broadcasts of all men's basketball games. Away games for women's basketball are broadcast via radio, whereas home games for the women are broadcast via the internet. Softball and baseball games are broadcast via the internet when possible.

The Director of Athletic Marketing gives equal attention to promoting men's and women's sports as exemplified by the equitable promotion of the Battle of the Boulevard games for both the men's and women's basketball teams (the games in which we played our historic cross-town NAIA rival and current Atlantic Sun rival, Belmont). At both men's and women's basketball games a screen in Allen Arena is used to showcase the players as the starting lineup is introduced. The same announcer is used for both teams, and game operations, in-game promotions, and game follow-up (stats, etc.) are essentially the same for men's and women's basketball games. Members of the Bison Club, Lipscomb athletics' booster organization, enjoy equitable refreshments during the halftimes of both the men's and women's games.

Men's and women's basketball games are the only games for which tickets are purchased, and those tickets are priced the same for both teams. The season ticket package for basketball contains tickets for all men's and women's home games at one price.


The sports information personnel do not show favoritism between men?s and women's sports in their attempts to cover them and to obtain coverage for them by the local media. However, the results of those attempts are not always equitable because of a greater local interest in and coverage of men's sports. All of the men's basketball games are broadcast over the radio, while that is true for only the women's away games. It is hard in the middle Tennessee sports climate to generate radio stations' interest in broadcasting more women's games and to generate as much interest by both radio and TV in inviting the coach of the women's team to be a guest.

In terms of the quality of announcing games, there is largely equity between the men's sports and the women's. The same announcer is used for both men's and women's basketball and volleyball. Both men's and women's soccer matches are announced by the same person from the Sports Information office.

The size of the Sports Information department definitely needs to be increased with both full-time personnel and student workers in order to produce more efficient and equitable coverage of all sports.


The Gender Equity Plan calls for continued efforts to increase media coverage of all sports as well as annually reviewing those efforts. Inequities will be eliminated if they exist.

12. Support Services. Administrative, secretarial, and clerical support; office space.







The Director of Athletics oversees the entire intercollegiate athletics program for men and women and reports directly to the university President. An Associate Director of Athletics, Assistant Director of Athletics for Compliance, Assistant Director of Athletics for Academics/Senior Woman's Administrator, Director for Athletic Media Relations, Director for Athletic Marketing, and the coaches report directly to the Director of Athletics.

The secretarial staff includes an administrative assistant to the Director of Athletics, an administrative assistant to the Associate Director of Athletics, and an administrative assistant to both the men?s and women's basketball programs. The administrative assistant to the Director of Athletics also serves as the secretary to all the coaches except basketball, the Assistant Director of Athletics for Academics, and the Assistant Director of Athletics for Compliance. The administrative assistant to the Associate Director also provides clerical work for all the sports camps and basketball ticket sales as well as assisting when needed with the secretarial needs of any department personnel. The secretarial and clerical needs of the different coaches are prioritized on an as-needed basis, and there is no gender inequity in the amount of time and attention devoted to the needs of the various sports.

Each year the Assistant Director of Athletics for Academics/Senior Women's Administrator is assigned a graduate assistant to help with the clerical work involved in maintaining academic support services.

All offices of athletics personnel are located on the same floor of Allen Arena with the largest offices assigned to the Director of Athletics, the Associate Director, the Senior Woman's Administrator, and the men's and women's head basketball coaches. The rest of the offices are of the same size and quality and are distributed among the remaining head coaches and all assistant coaches and graduate assistants.


The Assistant Director of Athletics for Compliance and Assistant Director of Athletics for Academics/Senior Woman's Administrator need secretarial help to keep up with the enormous paperwork of both of those positions, especially if the athletics program expands. One secretary-administrative assistant could be shared by the two of them. Expansion of the program would also necessitate the hiring of another secretary to meet the growing clerical/secretarial demands of the coaches' responsibilities.


The Gender Equity Plan calls for continuing to provide equitable secretarial and administrative support, office space, and equipment for both men's and women's sports as well as reviewing these efforts annually. Inequities will be eliminated if they exist.

13. Recruitment of Student-Athletes. Equal opportunities for professional personnel to recruit; availability of financial and other resources for recruitment; equivalent benefits, opportunities, and treatment of prospective athletes.




Coaches of all teams adhere to guidelines established by the NCAA and have the opportunity to recruit according to those standards. There are no additional restrictions. Coaches may move funds among line items at their discretion.




See Exhibit 4.1.7.13b for recruiting expenditures of women's teams.


The percent of athletic aid awarded to female student-athletes and the percent of total operating budget expenses for women's teams have both increased each year from 2000-2001 through 2002-2003. The percent of total recruiting expenditures for women's teams was approximately the same in 2002-2003 as it was in 2000-2001, but it was less than the percent of the student-athlete population that was female.


The Gender Equity Plan calls for annually reviewing the recruiting needs of the women's and men's programs and adjusting recruiting allocations as necessary. Inequities will be eliminated if they exist. Also, the Gender Equity Plan calls for providing adequate staffing to support the efforts necessary to recruit to both the women's and men's programs. Full-time head coaching positions will be created for softball and volleyball, while two additional assistant coach's positions will be created for women's sports.

8. Using the "plan for improvement" section, please provide a written, stand-alone institutional plan for addressing gender equity for the future in the intercollegiate athletics program. The plan must address all 13 program areas for gender issues as listed previously; however, an evaluation mechanism to monitor the institution's status in those program areas without deficiencies is acceptable, provided the identification of such a mechanism is included in the institution's gender-issues plan. Further, the plan must extend at least five years into the future and be active at all times. [Note: Please see this web site for an example format outlining all required elements of a plan.]

Within gender-equity written plans, specific numerical targets may place an institution at legal risk and are not expected nor should they be included in an institution's written plan. The committee advises institutions to submit plans that have broad, flexible non-numeric hiring goals.

See plan for improvement.

9. Describe the institution's efforts to ensure the plan for addressing gender equity for the future of the intercollegiate athletics program was developed through a process involving broad-based participation and received institutional approval.

The NCAA Certification Subcommittee on Equity, Welfare and Sporting Conduct, the Director of Athletics, and the Senior Woman's Administrator directly participated in the development of the current Gender Equity Plan. Initially, the subcommittee gathered information related to the 13 program areas and then presented findings based on interviews with athletic department personnel, the current EADA reports and information provided by university staff. The initial recommendations were given to a smaller sub-committee comprised of the Director of Athletics, the Senior Woman's Administrator, and the four coaches on the original committee (head coach of women's basketball, head coach of women's soccer, head coach of softball and the head coach of cross country/track and field). The smaller sub-committee drafted the Gender Equity Plan that was then submitted to the original sub-committee for approval. After the plan was approved by the Subcommittee on Equity, Welfare and Sporting Conduct, members of the NCAA Certification Steering Committee read and approved the plan. The draft of the final report and plan was then posted on the university website for university-wide comments and approval.


Documentation assessing the institution's goals and actions regarding Title IX (if applicable).•Equity in Athletics Disclosure Act survey forms and worksheets. [Please note: For confidentiality purposes, the committee will permit an institution to provide the EADA worksheets with salary information in the form of a percentage.]

•




Evaluation

1. Has the institution implemented its approved gender-equity plan from the previous self-study? Currently No

2. Has the institution provided an explanation from appropriate institutional authorities if its gender-equity plan was modified or not fully carried out? Currently No

3. Has the institution demonstrated that it is committed to, and has progressed toward, fair and equitable treatment of both male and female student-athletes and athletics department personnel? Currently Yes

4. Has the institution formally adopted a written plan for the future for the intercollegiate athletics program that ensures the institution maintains a program, or continues progress toward a program, which is equitable for both genders? Currently Yes

5. Has the institution developed a plan that includes measurable goals the institution intends to achieve, steps the institution will take to achieve those goals, persons responsible and timetables? Currently Yes







Athletic scholarships: Allocate scholarship aid to women to ensure the percentage of aid matches or exceeds the women's participation rate.

Ensure that the percentage of scholarship aid matches or exceed the women's participation rate.

Maintain the current practice of allocating scholarship aid to women at a percentage which matches or exceeds the women's participation rate and monitor that allocation annually; add additional scholarships if necessary.

Athletics Director and Senior Women's Administrator

Annual review

Accommodation of interests and abilities: Provide equitable opportunities for female student-athletes.

Ensure female interests and abilities are being accommodated.

Survey the student body to identify interests and monitor intramural sports participation; monitor feeder programs such as high schools, junior colleges, and AAU programs to identify interests.

Athletics Director, Senior Women's Administrator, and Dean of Campus Life

Annually.

Equipment and Supplies: Provide equitable equipment for the men's and women's teams.

Ensure equity in the quality and quantity of equipment for men's and women's teams.

Review equipment needs and quality and quantity of equipment with each head coach and allocate funds to maintain equity; eliminate inequities if determined.

Athletics Director, Senior Woman's Administrator.

Annual review.

Scheduling of Games and Practice Time: Provide equitable scheduling of competition and practice times for women's and men's teams.

Ensure equity in competition time and practice time for women's and men's sports.

Review practice schedules and competition schedules to maintain the equity between the women's and men's teams; eliminate inequities if determined.

Athletics Director, Senior Women's Administrator, Head Coaches.

Annual review of competition schedules; periodic review of practice schedules as needed.

Travel and Per Diem Allowance: Provide equitable travel and per diem allowances to the men's and women's teams

Ensure equity in travel and per diem allowances for men's and women's teams

Review and maintain equity in transportation, housing during travel, per diem allowances, and dining arrangements; eliminate inequities if determined.

Athletics Director and Senior Women's Administrator.

Annual review







Tutors: Provide equitable academic support services for all athletes.

Ensure equity in the academic support services.

Review tutorial services, study halls, academic counseling, and the monitoring of the athletes' academic progress; eliminate inequities if determined.

Athletic Director and Assistant Athletic Director for Academics/Senior Women's Administrator.

Annual review.

Coaches: Provide equitable head coaching availability to men's and women's sports.

Ensure gender equity in head coaches' availability in men's and women's sports.

Create a full-time head coaching position for softball; create a full-time head coaching position for volleyball.

Athletics Director, Senior Women's Administrator, University administration.

Full-time head coaching position in softball for the 2007 - 2008 academic year; full-time head coaching position in volleyball for the 2008 - 2009 academic year.

Coaches: Provide equitable assistant coaching availability to men's and women's sports.

Ensure gender equity in assistant coaches' availability in men's and women's sports.

Create two additional assistant coach's positions for women's sports.


One assistant coaching position for a women's sport for the 2006 - 2007 academic year; one assistant coaching position for a women's sport for the 2008 - 2009 year.

Coaches: Provide compensation for coaches in the women's and men's program at a rate that approximates the women's and men's rate of participation in the athletics program.

Ensure compensation for coaches in the women's and men's programs a t a ra te tha t approximates the women's and men's rate of participation.

R e v i e w t h e c o a c h e s ' compensation; eliminate inequities as determined.


Annually

Locker rooms, practice, and competitive facilities: Provide equitable locker rooms and practice and competitive facilities for the men's and women's programs.

Ensure equity in the quality of locker rooms and practice and competitive facilities for the men's and women's programs.

Maintain the current equity in the locker rooms and practice and competitive facilities for all sports; construct an equitable softball facility (possibly in phases).


Begin construction during the 2005 - 2006 academic year.







Medical and Training Facilities and Services: Provide equitable medical and training facilities and services for the men's and women's programs.

Ensure that the medical and training facilities and services remain equitable

Review the quality of the medical and training facilities and services annually with the Strength and Conditioning coach in charge of the training facilities and with the Head Athletic Trainer; eliminate inequities as determined.

Athletics Director, Senior Women's Administrator, Head Athletic Trainer, and Strength and Conditioning Coach.

Annual review.

Housing and Dining Facilities and Services: Provide equitable housing and dining facilities and services for male and female athletes.

In consultation with the university administration, ensure that the housing and dining facilities remain equitable.

Annually review those facilities by consulting with the university administration and the Student Athlete Advisory Committee; e l iminate inequi t ies as determined.

Athletic Director, Senior Women's Administrator, University administration, Student Athlete Advisory Committee.

Annual review.

Publicity: Provide equitable publicity for all sports.

Ensure that equitable effort is devoted to publicizing and obtaining publicity for women's and men's sports.

Continued efforts to increase media coverage of all sports; annual review of those efforts; e l iminate inequi t ies as determined.

Athletics Director, Senior Women's Administrator, Director of Athletics Media Relations, Director of Athletics Marketing.

Annual review.

Support Services: Provide equitable secretarial and administrative support, office space, and equipment for both men's and women's sports.

Ensure equitable secretarial and administrative support, office space, and equipment for both men's and women's sports.

Continue to provide equitable secretarial and administrative support, office space, and equipment for both men's and women's sports; review annually, e l iminate inequi t ies as determined.

Athletics Director, Senior Women's Administrator, and University administration.

Annual review.

Recruitment of Student-Athletes: Allocate recruiting funds for the women's and men's programs at a rate that approximates the women's and men's rate of participation in the athletic program.

Ensure that the women's and men's programs are funded at a rate that approximates the women's and men's rate of participation in the athletic program.

Annually review the recruiting needs of the women's and men's programs and adjust recruiting allocations as necessary; eliminate inequities as determined.

Athletics Director and Senior Women's Administrator.

Annual review.







Recruitment of Student-Athletes: Provide adequate staffing to support the efforts necessary to recruit to both the women's and men's programs.

Ensure that both the men's and women's programs have adequate staffing to support the efforts necessary to recruit.

Create a full -time head coaching position for softball; create a full-time head coaching position for volleyball; create two additional assistant coach's positions for women's sports.


Full-time head coaching position in softball for the 2007 - 2008 academic year; full-time head coaching position in volleyball for the 2008 - 2009 academic year; one assistant coaching position for a women's sport for the 2006 - 2007 academic year; one assistant coaching position for a women's sport for the 2008 - 2009 academic year.




Operating Principle

4.2 Minority Issues

Self-Study Items

1. List all "corrective actions," "conditions for certification" or "strategies for improvement" imposed by the NCAA Division I Committee on Athletics Certification in its first-cycle certification decision (if any) as they relate to Operating Principle 4.2 (Minority Issues). In each case, provide: (a) the original "corrective action," "condition" or "strategy" imposed; (b) the action(s) taken by the institution; (c) the date(s) of the action(s); and (d) an explanation for any partial or noncompletion of such required actions. Please note, the institution is not required to respond to recommendations for required actions developed by the peer-review team unless those same recommendations were adopted by the Committee on Athletics Certification.

Not applicable.

2. Report on the implementation of the plan to address minority issues developed by the institution during its first-cycle certification process. Specifically, include: (a) the original plan, (b) the action(s) taken by the institution, (c) the date(s) of the action(s), (d) action(s) not taken or not completed, and (e) explanation(s) for partial completion. [Please note: Within minority-issues written plans, specific numerical targets may place an institution at legal risk and are not expected nor should they be included in an institution's written plan. If an institution has already submitted a plan to the committee that includes specific hiring numbers, the committee will not hold the institution accountable for achieving those specific numerical targets. Rather, the committee advises institutions to submit plans that have broad, flexible non-numeric hiring goals.]

Not applicable.

3. Describe any additional plans for improvement/recommendations in the area of Operating Principle 4.2 (Minority Issues) developed by the institution since the first-cycle certification decision was rendered by the Committee on Athletics Certification.

Not applicable.

4. List all actions the institution has completed or progress it has made regarding required actions identified by the NCAA Committee on Athletics Certification during the institution's interim-report process (if applicable) as they relate to Operating Principle 4.2 (Minority Issues). Specifically, include for each: (a) the required action, (b) the action(s) taken by the institution, (c) the date(s) of these action(s), (d) action(s) not taken or completed, and (e) explanation(s) for partial completion.

Not applicable.

5. Explain how the institution is organized to further its efforts related to the minority-issues operating principle for both athletics department staff and student-athletes and provide evidence that matters concerning minority issues are monitored, evaluated and addressed on a continuing basis.

StaffLipscomb University is committed to equal opportunity in employment without regard to race, religion, sex, age,




color, national or ethnic origin, or physical handicap. The University continually seeks to enlarge the pool of student and employee candidates from minority groups.

In addition, Lipscomb University has adopted affirmative action plans for minorities and women and views its affirmative action policy as an integral part of the overall operation of the university. The administration of these policies throughout the year is the responsibility of the administrator in each area.

Lipscomb University expressly prohibits harassment of any nature, whether verbal or physical. The Provost is designated as the Affirmative Action Coordinator of the University and is responsible for monitoring and coordinating compliance with the policy and applicable laws and regulations. Once every two years, the Affirmative Action Coordinator (or his designee) compiles data on the University's workforce indicating the number of employees in identified EEOC categories by pay level. In addition, each year the Affirmative Action Coordinator prepares a summary report listing these items for review by the administration, The Board of Directors, and all others involved in institutional planning.

The Athletic Department strictly adheres to Lipscomb University's policy of equal opportunity. Because there is a need to increase the number of women and ethnic minorities in both coaching and staff positions, Lipscomb University's Athletic Department maintains an aggressive policy of identifying and employing those qualified women and ethnic minority coaches who meet the university requirements. As positions open, an effort must be made to seek qualified women and minorities through aggressive nationwide searches. These efforts have resulted in the hiring of two minority assistant coaches since 2000-2001.

StudentsLipscomb University is committed to providing educational opportunities for any qualified student without regard to race, religion, sex, age, color, national or ethnic origin, or physical handicap. In a manner consistent with all applicable laws and regulations, it does not discriminate on the basis of race, religion, sex, age, color, national or ethnic origin or physical handicap in the administration of its educational policies, programs, and activities, including its admission policies, scholarship and loan programs, employment practices, athletic and other school-administered programs except where necessitated by specific religious tenets held by the institution. The Athletics Department rigorously adheres to and promotes these policies.

Lipscomb University views its affirmative action policy as an integral part of the overall operations of the University. The University complies with all applicable federal and state nondiscrimination laws and does not engage in prohibited discrimination on the basis of race, religion, sex, age, color, national or ethnic origin, or disability in the administration of its educational policies, scholarship and loan programs, employment practices, athletic and other school-administered programs.

The Faculty Athletic Advisory Committee (FAAC) provides advice and counsel to the Athletic Department on all matters related to the academic integrity of intercollegiate athletics, as well as the academic and personal well-being of all student-athletes. The committee is responsible for ensuring that all athletic policies and procedures are consistent with the University's academic mission. The members of the committee include the Provost, a faculty athletic representative, the Director of Athletics, the assistant Director of Athletics (academics), the president of the faculty senate, and three faculty representatives.

Student concerns may be directed to the Student Athlete Advisory Committee (SAAC). The SAAC is comprised of two student-athlete representatives from each team. It exists to address any concerns, including minority issues, that student-athletes wish to have brought before the athletics administration. This 28-member committee currently (2003-2004) includes one minority student athlete.

6. For the three most recent academic years, provide the racial or ethnic composition for full-time senior administrative athletics department staff members (i.e., assistant athletics directors up through the athletics director level); other full- and part-time professional (i.e., non-clerical) athletics department staff members (such as trainers, ticket managers, academic support staff, and facility managers, even if the position is not funded by or does not report to the athletics department); full- and part-time head coaches; full- and part-time assistant coaches (including graduate assistant and volunteer coaches); faculty-based athletics board or committee (e.g., faculty senate subcommittee on athletics, faculty athletics committee) members, and other advisory or policy-making group (e.g., governing board for athletics, student-athlete advisory committee) members (if any). [Note: Use the supplied chart to compile the data requested in this self-study item.]




See chart.

7. For the three most recent academic years, provide the racial or ethnic composition for student-athletes who received athletics aid and for students generally. [Note: Use the supplied chart to compile the data requested in this self-study item.]

See chart.

8. For the three most recent academic years, provide the racial or ethnic composition of student-athletes who received athletics aid by the eight sport groups listed in the graduation-rates disclosure form. Also, for those sports not at the varsity level for three years, indicate the year in which the sport was recognized by the institution as a varsity sport. [Note: Use the supplied chart to compile the data requested in this self-study item.]

See chart.

9. Using the program areas for minority issues please:

Describe how the institution has ensured a complete study of each of these areas,a.Provide data demonstrating the institution's commitment across each of the areas,b.Identify areas of deficiency and comment on any trends, andc.Explain how the institution's future plan for minority issues addresses each of the areas.d.

1. Institutional and Athletics Department Commitment Development and maintenance of written statements that address the issues of diversity.


The NCAA Certification Subcommittee on Equity, Welfare and Sporting Conduct, the Director of Athletics, and the Senior Woman's Administrator directly participated in the development of the current Minority Equity Plan. Initially, the subcommittee gathered information related to the eight program areas and then presented findings based on interviews with athletic department personnel, the current EADA reports and information provided by university staff. The plan was then drafted by the subcommittee chair with direct input from the Director of Athletics and the Senior Woman's Administrator. After the plan was approved by the Subcommittee on Equity, Welfare and Sporting Conduct, members of the NCAA Certification Steering Committee read and approved the plan. The draft of the final report and plan was then posted on the university website for university-wide comments and approval.

b. Provide data demonstrating the institution's commitment across this area.

As stated in Lipscomb's Affirmative Action Policy (revised August 2003), "Lipscomb University is a private Christian university open to any qualified student without regard to race, religion, sex, age, color, national or ethnic origin, or disability. Lipscomb University complies with all applicable federal and state nondiscrimination laws, and does not engage in prohibited discrimination on the basis of race, religion, sex, age, color, national or ethnic origin, or disability in the administration of its educational policies, programs and activities. This policy includes admission policies, scholarships and loan programs, employment practices, and athletic and other school administered programs."

In addition, Lipscomb University has set forth a vision and strategic plan that addresses issues of diversity. Specifically, as stated in Lipscomb's strategic plan (Goal IV) created in 2001-02, Lipscomb seeks to attract, nurture, and retain faculty, staff, and students who reflect ethnic, geographic, and gender diversity, who aspire to standards of excellence and integrity, and who embrace life-long learning, leadership responsibility, and Christian spiritual devotion. During the 2002-03 school year, the Strategic Planning




Committee outlined the following strategies and action steps related to this goal: (1) provide a comprehensive leadership development program for faculty and staff to ensure excellent leadership and prepare culturally sensitive professionals who understand diversity, demonstrate servant leadership, and guide students in this endeavor; (2) develop an ongoing recruiting and retention strategy for faculty and staff that enhances campus diversity, competency, and professionalism; and (3) develop a comprehensive recruitment, retention, and scholarship strategy to provide increased diversity in undergraduate and graduate populations.

The Athletic Department strictly adheres to the policies of the University.


The Athletic Department should circulate the University and Athletic Department Affirmative Action Policy more broadly in an effort to inform all parties of its commitment to diversity.

d. Explain how the institution's future plan for minority issues addresses this area.

The current Minority Equity Plan calls for updating the affirmative action statement and policy annually, publishing it in the Athletic Department's Policy and Procedure Manual and in the Student-Athlete Handbook, and making it available to all via placement on the University's web page.

2. Evaluation Periodic review of athletics department activities for consistency with goals and objectives set forth in the institution's and athletics department's written commitments to diversity.


See response from Section 4.2.9.1.a.


The Athletic Department strictly adheres to Lipscomb University's policy of equal opportunity. Because there is a need to increase the number of women and ethnic minorities in both coaching and staff positions, Lipscomb University's Athletic Department maintains an aggressive policy of identifying and employing those qualified women and ethnic minority coaches who meet the university requirements. As positions open, an effort must be made to seek qualified women and minorities through aggressive nationwide searches. These efforts have resulted in the hiring of two minority assistant coaches since 2000-2001.

Commitment to diversity is monitored and reviewed on an annual basis as part of the university's strategic planning process. In addition, the Provost, acting as the Affirmative Action Coordinator, prepares a summary report regarding the number of students, staff and faculty members who are identified by the following classifications: women, minorities and handicapped. The report is reviewed by the administration, Board of Trustees and others involved in institutional planning.


There are currently no significant trends or areas of deficiency noted for this program area. However, the self-study committee recommended the addition of an Athletic Advisory Council to continually evaluate and monitor issues that may arise related to minority equity.


The current Minority Equity Plan calls for the creation of an Athletic Advisory Council with minority representation.

3. Organization and Structure Policies, and/or organization, and/or activities of the athletics program and its activities to help enhance diversity.





See response from Section 4.2.9.1a.


The Director of Intercollegiate Athletics reports to the President of the University and the athletic department is governed by all University-wide rules and regulations including the University Affirmative Action Policy. Human Resources works closely with members of the Department of Intercollegiate Athletics to monitor compliance with the University's Equal Opportunity and Affirmative Action Policy and to insure that recruitment is done in such a manner as to actively recruit and consider qualified minority candidates for existing vacancies.

The Faculty Athletic Advisory Committee (FAAC) has been created to allow faculty input related to academic concerns of athletes. The FAAC has the potential to also identify minority equity issues. No minority equity concerns have surfaced via the FAAC.

The Student Athlete Advisory Committee (SAAC) acts as a sounding board for student-athlete issues and has the potential for identifying minority equity concerns. No minority concerns have surfaced via the SAAC.


There is a lack of diversity on Lipscomb's Faculty Athletic Advisory Committee and Student Athletic Advisory Committee. No minority members are currently on the Faculty Athletic Advisory Committee. One minority student-athlete is on the Student Athletic Advisory Committee.


The current Minority Equity Plan calls for additional minority student athletes on the SAAC. This would be accomplished by creating two at-large positions that would be appointed by the Director of Athletics and the Assistant Director of Athletics for Academics and Senior Women's Administrator. They would use these positions to appoint additional minority representatives if minority student-athletes are underrepresented in the elected positions.

In addition, the current Minority Equity Plan calls for the creation of an Athletic Advisory Council with minority representation.

4. Enrollment Goals of the institution for enrollment of minority students and minority student-athletes.




As stated in Lipscomb's strategic plan (Goal IV) created in 2001-02, Lipscomb seeks to attract, nurture and retain faculty, staff, and students who reflect ethnic, geographic, and gender diversity, who aspire to standards of excellence and integrity, and who embrace life-long learning, leadership responsibility, and Christian spiritual devotion. Specifically, Lipscomb's strategic plan states that the university will "develop a comprehensive recruitment, retention, and scholarship strategy to provide increased diversity in undergraduate and graduate populations." The university has committed additional resources to increase the diversity of our student population. Most of the following strategies are less than five years old and reflect Lipscomb's renewed commitment to recruiting minority students.

Diversity Scholarships are awarded by application and with the recommendation of a Lipscomb Admissions Counselor to first-time students on the basis of ethnic background and demonstrated need according to federal standards. The award is up to $2,000 per year and is renewable in accordance with the probation restrictions as described in the Lipscomb Undergraduate Catalog. In addition, Lipscomb has




committed Admissions Counselors to specifically recruiting minority candidates to the university. These counselors recruit at every Metro-Davidson County public high school as well as in many of the African-American churches of Christ in the surrounding area. When minority students indicate an interest in attending Lipscomb, that information is communicated to the Director of Multicultural Affairs and to the Director of International Students so follow-up contact can occur. Minority scholarships are also available in specific academic departments on campus, such as the education department.


The Athletics Department should enhance its efforts to recruit minority student-athletes, especially in those sports with relatively low minority representation.


The current Minority Equity Plan outlines the following steps to address this area:a.) Encourage coaches to include minority student-athletes in their recruiting processb.) Collaborate with university recruiters whose primary responsibility is minority recruitment to familiarize prospective students with the University?s affirmative action policies and emphasize its commitment to diversity.

5. Comparison of Populations Examination of the student population and comparison of the percentage of minority student-athletes in all sports, by sport, to ensure that there are no signs of discrimination revealed through the recruitment practices of the institution.




The racial or ethnic composition for student athletes in total and by sport for 2000-01, 2001-02 and 2002-03 can be found in the chart for section 4.2.6 of this report.

Lipscomb University, including the athletics program, has and will continue efforts to increase diversity on campus. During 2002-03, the percentage of the undergraduate population that was non-white was 18% while the percentage of student-athletes who were non-white was 11%.


The Athletics Department should enhance its efforts to recruit minority student-athletes, especially in those sports with relatively low minority representation.


The current Minority Equity Plan outlines the following steps to address this area:a.) Encourage coaches to include minority student-athletes in their recruiting processb.) Collaborate with university recruiters whose primary responsibility is minority recruitment to familiarize prospective students with the University's affirmative action policies and emphasize its commitment to diversity.

6. Participation in Governance and Decision-Making Involvement of minority student-athletes in the governance and decision-making processes of the athletics department, and provision of leadership opportunities (e.g., participation on student-athlete advisory committee) for minority student-athletes.







Each sport team elects two representatives to the Student Athletic Advisory Committee. Currently (2003-2004), there is one non-white member of the SAAC.


There is a lack of diversity on Lipscomb's Student Athletic Advisory Committee


The current Minority Equity Plan calls for additional minority student athletes on the SAAC. This would be accomplished by creating two at-large positions that would be appointed by the Director Athletics and the Assistant Director of Athletics for Academics and Senior Women?s Administrator. They would use these positions to appoint additional minority representatives if minority student-athletes are underrepresented in the elected positions.

7. Employment Opportunities Establishment of goals for minority employment opportunities in the athletics department and the encouragement of promotion and hiring of minority coaches and administrators.




Lipscomb's athletic program is committed to increasing the number of ethnic and racial minorities. As positions become available, efforts are made to seek qualified minorities through aggressive nationwide searches. In 2000-01, two African American assistant coaches were hired. During the 2003-2004 school year, an additional African American assistant men's basketball coach was hired.


The Athletic Department should actively encourage the recruitment and hiring of minority individuals for the Athletics staff.

One significant factor in the hiring of Lipscomb University staff members is the requirement that all employees be active members of the churches of Christ, the church with which the university is affiliated. This requirement narrows the pool of applicants for all positions. Lipscomb strongly believes that finding church of Christ members has great significance in the hiring process.


The current Minority Equity Plan outlines the following steps to address this area:a.) Advertise vacancies in culturally diverse church of Christ settings b.) Ensure that chairs of search committees are committed to the recruitment and hiring of minority candidates

8. Programs and Activities Establishment of programs that address the needs and issues affecting minority student-athletes.







The University has a variety of programs and services to support the needs of minority students. Specifically, the Office of Multicultural Affairs serves as a link between the university and the minority and international students. Specifically, the Office of Multicultural Affairs provides opportunities for multicultural enhancement such as diversity workshops and multicultural presentations and celebrations. In addition, it offers a Peer-Mentor Program and academic and guidance counseling to minority students. Minority students also have the opportunity to join the Multicultural Association.


There are currently no significant trends or areas of deficiency noted for this program area. However, the self-study subcommittee suggested that the Athletic Department increase awareness of student-athletes regarding the University resources available to them.


The current Minority Equity Plan outlines the following steps to address this area:a.) Disseminate information from the Office of Multicultural Affairs to minority student-athletesb.) Promote knowledge of academic services, tutoring, counseling services, and the NCAA Special Assistance Fund during the fall team meetingsc.) Inform student-athletes of different organizations on campus that have academic and need-based aid available. Specifically, add a description of the Office of Multicultural Affairs to the Student-Athlete Handbook.

10. Using the "plan for improvement" section, please provide a written, stand-alone institutional plan for addressing minority issues for the future in the intercollegiate athletics program. The plan must address all eight program areas for minority issues as listed previously; however, an evaluation mechanism to monitor the institution's status in those program areas without deficiencies is acceptable, provided the identification of such a mechanism is included in the institution's minority-issues plan. Further, the plan must extend at least five years into the future and be active at all times. [Note: Please see this web site for an example format outlining all required elements of a plan.]

Within minority-issues written plans, specific numerical targets may place an institution at legal risk and are not expected nor should they be included in an institution's written plan. The committee advises institutions to submit plans that have broad, flexible non-numeric hiring goals.

See Plan for Improvement.

11. Describe the institution's efforts to ensure the plan for addressing minority issues for the future in the intercollegiate athletics program was developed through a process involving broad-based participation and received institutional approval.

The NCAA Certification Subcommittee on Equity, Welfare and Sporting Conduct, the Director of Athletics, and the Senior Woman's Administrator directly participated in the development of the current Minority Equity Plan. Initially, the subcommittee gathered information related to the eight program areas and then presented findings based on interviews with athletic department personnel, the current EADA reports and information provided by university staff. The plan was then drafted by the subcommittee chair with direct input from the Director of Athletics and the Senior Woman's Administrator. After the plan was approved by the Subcommittee on Equity, Welfare and Sporting Conduct, members of the NCAA Certification Steering Committee read and approved the plan. The draft of the final report and plan was then posted on the university website for university-wide comments and approval.




Evaluation

1. Has the institution implemented its approved minority-opportunities plan from the previous self-study? Currently No

2. Has the institution provided an explanation from appropriate institutional authorities if its minority-issues plan was modified or not carried out fully? Currently No

3. Has the institution demonstrated that it is committed to, and has progressed toward fair and equitable treatment of all minority student-athletes and athletics department personnel? Currently Yes

4. Has the institution formally adopted a written plan for the future for the intercollegiate athletics program that ensures the institution maintains a program, or continues progress toward a program, which expands opportunities and support for minority student-athletes and athletics personnel? Currently Yes

5. Has the institution developed a plan that includes measurable goals the institution intends to achieve, steps the institution will take to achieve those goals, persons responsible and timetables? Currently Yes







The Affirmative Action Policy of the University and Athletics Department needs to be more broadly circulated.

Broad circulation of the Universi ty and Athlet ic Department's Affirmative Action Policy, especially in Athletic Department.

Edit step to input the step to achieve goal.

Edit step to input responsibility. Edit step to input step's timetable.

The Athletics Department should enhance its efforts to recruit minority student-athletes, especially in those sports with re la t ively low minori ty representation.

Increase recruitment efforts of minority student-athletes for all sport programs, especially sports with low minority representation.

a.) Encourage coaches to include minority student-athletes in their recruiting process

b.) Collaborate with university recruiters whose primary responsibility is minority recruitment to familiarize prospective students with the University's affirmative action policies and emphasize its commitment to diversity.

Director of Athletics, Assistant Director of Athletics for Compliance, Vice President of Enrollment, all Head Coaches.

Begin Fall 2004

The Athletics Department should continue and, where possible, enhance its efforts to hire minority applicants when positions come open on the staff.

Encourage the recruitment and hiring of minority individuals for the Athletics staff.

a.) Advertise vacancies in culturally diverse church of Christ settings b.) Ensure that chairs of search committees are committed to the recruitment and hiring of minority candidates

Director of Athletics, Affirmative Action Coordinator (Provost)

Affirmative Action Policy will continue to be followed.

The Athletics Department should encourage greater minority participation in departmental governance and decision-making.

Create an Athletic Advisory Counc i l w i th minor i ty representation.

a.) Create an Athletic Advisory Council; b . ) I n c l u d e m i n o r i t y representation on Athletic Advisory Council.

Director of Athletics, Assistant Director of Athletics for Academics and Senior Women's Administrator

Fall 2004







The Athletics Department should encourage greater minority student-athlete participation in departmental governance and decision-making.

Appoint additional minority student-athletes to SAAC.

a.) Create two at-large student-athlete positions on the SAAC that will be appointed positions.b.) Use appointed positions to appoint additional minority representatives if minority student-athletes are represented in elected positions


Fall 2004

The Athletics Department should enhance its efforts to make minority student-athletes aware of the resources and programs available to all University minority students.

Increase awareness of student-athletes regarding the University resources available to them

a.) Disseminate information from the Office of Multicultural Affairs to minority student-athletesb.) Promote knowledge of academic services, tutoring, counseling services, and the NCAA Special Assistance Fund during the fall eligibility sessionsc.) Inform student-athletes of different organizations on campus tat have academic and need-based aid available. Specifically, add a description of the Office of Multicultural Affairs to the Student-Athlete Handbook.

Director of Multicultural Affairs, Director Athletics, Assistant Director of Athletics for Academics and Senior Women's Administrator

Fall 2004 and ongoing.

The Athletics Department should enhance its efforts to monitor minority issues within the department.

Continue monitoring departmental minority issues through an Athletics Advisory Council.

a.) Create an Athletic Advisory Councilb . ) I n c l u d e m i n o r i t y representation on Athletic Advisory Councilc.) Appoint Athletic Advisory Council members to review minority issues annually


Fall 2004




Operating Principle

4.3 Student-Athlete Welfare

Self-Study Items

1. List all "corrective actions," "conditions for certification" or "strategies for improvement" imposed by the NCAA Division I Committee on Athletics Certification in its first-cycle certification decision (if any) as they relate to Operating Principle 4.3 (Student-Athlete Welfare). In each case, provide: (a) the original "corrective action," "condition" or "strategy" imposed; (b) the action(s) taken by the institution; (c) the date(s) of the action(s); and (d) an explanation for any partial or noncompletion of such required actions. Please note, the institution is not required to respond to recommendations for required actions developed by the peer-review team unless those same recommendations were adopted by the Committee on Athletics Certification.

Not applicable.

2. List all actions the institution has completed or progress it has made regarding all plans for improvement/recommendations developed by the institution during its first-cycle certification process as they relate to Operating Principle 4.3 (Student-Athlete Welfare). Specifically include: (a) the original plan; (b) the actions(s) taken by the institution; (c) the date(s) of the action(s); (d) actions not taken or not completed; and (e) explanations for partial completion. Please note, the institution will not be required to fulfill an element of a first-cycle plan if the element does not affect conformity with an operating principle.

Not applicable.

3. Describe any additional plans for improvement/recommendations in the area of Operating Principle 4.3 (Student-Athlete Welfare) developed by the institution since the first-cycle certification decision was rendered by the Committee on Athletics Certification.

Not applicable

4. List all actions the institution has completed or progress it has made regarding required actions identified by the NCAA Committee on Athletics Certification during the institution's interim-report process (if applicable) as they relate to Operating Principle 4.3 (Student-Athlete Welfare). Specifically, include for each: (a) the required action, (b) the action(s) taken by the institution, (c) the date(s) of these action(s), (d) action(s) not taken or completed, and (e) explanation(s) for partial completion.

Not applicable.

5. Explain how the institution is organized to further its efforts related to the student-athlete welfare operating principle and provide evidence that matters concerning student-athlete welfare are monitored, evaluated and addressed on a continuing basis.

Lipscomb University provides a variety of services designed to enhance student welfare, including admission services, campus life services, campus recreation, campus safety, campus services, career center services, academic advising\tutoring, academic skills workshop, computer center services, health center services, library services, multicultural affairs, personal counseling and testing services, and grievance\complaint policies.




Student-athletes are provided with additional services: the Student-Athlete Advisory Committee (SAAC), student-athlete specific grievance policies, emergency medical plans, medical services and the Academic Support Program for Athletics (ASPA), which regularly evaluates student-athletes, monitors their welfare, and addresses any concerns.

Student-athletes are made aware of institutional and athletic services through the Academic Planner which includes the Student Handbook, the Student-Athlete Handbook,student orientation sessions, chapel, and team meetings.

The ASPA strives to ensure that student athletes take full advantage of their educational opportunities and fulfill their academic responsibilities. All student athletes have academic advisors in their major departments to help them schedule classes, to inform them of degree requirements, and to help them clarify their career goals. In addition to the free tutorial services available to all students through the university's Writing Center and Math Lab, student-athletes with special needs or concerns can receive one-on-one tutoring through the ASPA. Study halls are required of freshman student-athletes with GPA's below 3.5 and all other student-athletes with GPA's below 2.5. Study hall attendance is monitored by the Assistant Athletic Director for Academics (ADA), who receives study-hall sign-in sheets at the weekly coaches' meeting. The ADA also requests grade reports from the faculty during the semester to monitor the classroom performance of all student athletes. These reports include current grade, the number of absences, specific areas of concern, and any other comments the teacher would like to make. The ADA also receives a copy of the midterm deficiency reports issued for all student-athletes. The ADA also keeps the faculty informed of all upcoming scheduled athletic events which might require student-athletes to be absent from classes.

Two issues of concern have surfaced: (1) There are inconsistencies in the way absences and make-up work are treated by different faculty members when student-athletes miss a test or assignment because of athletic events. (2) It is also difficult for student-athletes to schedule labs as most labs are only offered in the afternoons, as are most team practices.

6. Describe the institution's educational enhancement programs (e.g., education regarding career guidance counseling; personal counseling; health and safety; alcohol and other drug guidelines [see the NCAA Sports Medicine Handbook, Guideline No.1-E]; non-academic components of life skills programs) available to student-athletes. Describe practices/procedures in place to encourage and assure student-athletes' access to these programs.

a. Lipscomb University offers several support services that are available to all of our students. Of the specific support services addressed in this self-study, only student-athlete tutoring, study halls, and dedicated academic progress and monitoring and reporting are exclusive to student-athletes.b. All of the academic support services outlined below are open to all students. Student-athlete specific services are open to all student-athletes who participate in our intercollegiate athletics program.c. Student-athletes receive information about academic support services as other students do through the university catalog, student handbook, and chapel announcements, brochures, mailings, and e-mail messages disseminated by the university's Office of Academic Advising and Support Services, Admissions Office, the Offices of the Provost and the Associate Provost for Academic Affairs, the Registrar's Office, Writing Center, and Math Lab. Information about the university's academic support services and those of the Athletics Department is further disseminated through the Athletic Department at team meetings conducted by the Assistant Athletic Director for Academics, through the coaches and the Student Athletic Advisory Committee, through e-mails sent out by the Assistant Athletic Director for Academics to athletes before priority registration each semester and at other times, in the Student-Athlete Handbook and the Athletics Policies and Procedures manual, and in meetings with individual student-athletes.

Information regarding academic advising is disseminated by the Office of Academic Advising and Support Services, the Offices of the Provost and the Associate Provost for Academic Affairs, the Registrar's Office, faculty academic advisors, and the Assistant Athletic Director for Academics. Information about tutoring is disseminated by the Athletic Department's Academic Support Services through the coaches.

d. Academic support services provided outside the Athletics Department are reviewed by the Director of Academic Advising and Support Services, the staff in this area, and the Associate Provost for Academic Affairs. Nationally recognized student satisfaction reports (i.e. the National Survey of Student Engagement and the Student Satisfaction Inventory) are used to gather data needed to review these areas. Support services provided through the Athletics Department are currently not reviewed.

e. Information on substance abuse, nutritional supplements, nutrition, and the NCAA and university policies on drug testing is presented to each team by the Head Athletic Trainer at team meetings at the beginning of each semester.




f. In those same team meetings the Assistant Athletic Director for Academics informs the student-athletes of resources/tests in the university counseling center which may be used if a student-athlete is unsure as to what major and career he/she wants to pursue. In individual counseling sessions the Assistant Athletic Director also encourages student-athletes to take advantage of those resources.

Academic Advising

Lipscomb University follows a "faculty-only" model of academic advising. It is our belief that, for an institution the size of ours, faculty offer students the best possible combination of mentoring and provision of information possible. Upon matriculation, a faculty advisor is assigned to each first year student in his/her declared area of interest. Those unsure of their academic direction are also provided with special advisors until they decide upon a major. Students may request an advisor change at any point in their career, and some departments reassign students once they formally declare a major (required no later than 57 hours for students who are not athletes) to a faculty member who works primarily with upperclassmen in that discipline. All advisors have access to helpful advising information on the website for the Office of Academic Advising and Support Services, including links to extensive information regarding NCAA regulations, along with institutional information about each of our teams (i.e. practice times, travel patterns).

Through the cooperation of the Registrar's Office, all student-athletes are given an early appointment time to register via the university website during the Early Class Selection period. School ambassadors, resident assistants, honors students, and students with physical handicaps receive the same privilege.

Each student-athlete, like other university students, is assigned an academic advisor who is largely responsible for helping them establish and attain their own academic goals. Supplemental advising is provided by the ADA in consultation with the assigned advisors.

For each athletic team at the beginning of every semester, the ADA leads a presentation that addresses the process of declaring a major and minor at Lipscomb, the resources and tests available in the university counseling center for those who are undecided, and the implications of changing majors with regard to satisfactory progress requirements once the major is declared. She meets with individual athletes by appointment and advises them regarding potential majors, often sending them to the Director of Testing in the Counseling Center for career-interest testing and counseling and to professors or department chairs of various disciplines for more information about specific majors.

The ADA sends out requests for academic progress reports on each student-athlete several times during the semester, and faculty occasionally indicate in those reports that a particular athlete is probably pursuing the wrong major for him/her. At that point the ADA talks to the athlete and advises him/her to seek the counsel of the university personnel mentioned above.

Due to the smaller size of our university, its range of majors is smaller than that of a larger university. When student-athletes transfer to Lipscomb, the ADA is responsible for providing them with information about the various major requirements here which will allow them to make satisfactory progress toward a Lipscomb degree. No major is dictated to these transfer student-athletes; instead they choose from the workable options presented to them.

Tutoring

Tutors are provided for all student-athletes who request them or who are deemed as needing one by Academic Support Services under the direction of the ADA in consultation with faculty members, academic advisors, the university's Office of Academic Advising and Support Services and Director of Disability Services, and coaches. Information about tutoring services is disseminated through coaches, team meetings, the Athletics Policies and Procedures Manual, and the Student-Athlete Handbook (page 29).

In addition to information from the sources above regarding athletes in need of tutoring, the ADA receives periodic updates from the faculty regarding each athlete's academic performance in a class as well as midterm deficiency grades of D or F. Information from these reports may prompt the ADA to assign a tutor to an athlete.


Our tutors are undergraduates selected according to recommendations from department chairs or other professors who can speak to a potential tutor's expertise in his or her discipline. Athletes needing help with writing are encouraged to go to the University Writing Center; its hours are varied enough (afternoon and evening hours) to work with athletes' practice and competition schedules. Those needing help with math can go to the university Math Lab, but it is primarily open in the afternoon during practice times. Consequently, the Athletic Department hires several math tutors in the Athletic Department.




Tutors are assigned to athletes by the ADA, who balances the number of student-athletes being helped by the various tutors. Most tutors are paid $5.40 an hour, the rate earned by all university student workers. A tutor who has worked for the Athletic Department for a year or more may receive a slight raise based on a merit evaluation by the Assistant Athletic Director for Academics.

The following expectations of both tutors and the student-athletes are outlined in the Athletics Policies and Procedures Manual and the Student-Athlete Handbook (page 30):

1 The ASPA (Academic Support Program for Athletics) expects student-athletes to:

a. Arrive for their tutoring sessions on time and ready to study.

b. Be prepared with questions about completed work as previously agreed upon between the tutor and student.

c. Give the tutor proper respect and value his/her time and effort.

2 ASPA expects the tutor to:

a. Come to every session prepared and ready to devote his/her full attention to the student-athlete?s needs.

b. Understand the challenges faced by student-athletes.

c. Communicate effectively with the student-athlete in regards to the subject at hand.

d. Place the responsibility on the student-athlete to complete his/her own work. In no way is the tutor to serve as a substitute for the student's academic efforts.

3 ASPA Attendance Policy

a. The student-athlete and tutor should be on time to all sessions. Failure to attend a session without notifying the tutor beforehand and/or repeated tardiness may lead to the student-athlete's forfeiting tutorial privileges.

Both the athletes and the tutors are encouraged to apprise the Assistant Athletic Director for Academics of any problems, and the Assistant Athletic Director for Academics checks with both parties to see what progress is being made and/or if the tutoring process needs adjusting.

Support Programs/Success Skills

The Office of Academic Advising and Support Services (OAASS) provides funding for both a Math Tutoring Lab and the University Writing Center, both of which are available to the student body at large (including athletes). The faculty of the Math and English departments, respectively, coordinate the tutoring services, including the hiring of the student tutors, and the hours of operation are posted on the OAASS website. On occasion, OAASS provides nominal funding to departments to provide tutoring services, in addition to those regularly offered by the Math Lab and Writing Center.

The OAASS also provides a series of academic skills workshops each semester. The topics include time management, managing stress, improving test-taking and study habits, and managing the campus environment. The schedule for these workshops is publicized by a general e-mail to the student body, along with being posted on the OAASS website. The Assistant Athletic Director for Academics works with the Director of Academic Advising, Coordinator of Academic Support, and the Workshop Coordinator to see that student-athletes with special needs participate in the appropriate academic skills workshops.

Study Halls

The following information regarding athletic study halls is contained in the Athletics Policies and Procedures Manual and the Student-Athlete Handbook (page 31). Information about the athletics study hall policies is also discussed at team meetings, and information about a specific team?s study hall is disseminated through the coach(es).

Philosophy and Objectives

The study hall sets aside time for concentrated study in a conducive environment and provides the student-athlete regular access to tutorial assistance. By taking advantage of this opportunity, the student learns to manage his/her time well and to balance the demands of academics and athletics more successfully.

Study Hall Policies

Study hall policies apply to any upper-class student-athlete with a cumulative GPA below 2.5 and any freshman student-athlete with a cumulative GPA below 3.5.




These student-athletes are required to fulfill a minimum of 4 study hall hours per week in a location designated by his/her coach. The university lacks a centralized study hall facility. The number of study hall hours required of any individual student-athlete will be determined by the ASPA. 1 Those study halls meeting in the university library are expected to abide by the policies established by the ASPA and distributed by the coach. Other study halls are subject to specific policies drafted by the coach in conjunction with the ASPA.

2 Student-athletes will be required to sign in and out at their study hall location during their assigned hours and to be on time. They may meet a tutor for help at another time and location if that is pre-approved by the coach or Assistant Athletic Director for Academics and documentation of that tutoring session is given to the coach. The same policy applies to seeking help from theWriting Center or Math Lab or attending a pre-approved academic program such as a required concert or lecture. Proper documentation of these permissible alternatives to study hall is required.

3 The student-athlete is expected to bring the necessary materials (books, paper,writing utensils, notes, syllabi, assignment sheets, etc.) to fill the allotted time with concentrated study.

4 Food, drinks, a "walkman" and/or headphones, cell phones, non-academic reading material, and all other materials that impede the study of any students present are prohibited in Study Hall.

5 Talking, either one-on-one or by cell phone, is not allowed, nor is participating in any non-academic activities on the computer (e.g. checking e-mail, playing computer games, surfing the Internet for non-academic reasons).

6 The head coach or supervisor of the study hall will turn in the sign-in sheets from the previous week to the Assistant Athletic Director for Academics at the weekly coaches' meeting.

7 Penalties for a student-athlete's failure to attend study hall, tardiness, and violating study hall rules will be imposed by the coach in consultation with the Assistant Athletic Director for Academics.

Freshman/Transfer Orientation

ADVANCE provides freshmen students who have been accepted the opportunity to learn about campus life, receive academic counseling, enroll for classes, and develop friendships with other Lipscomb students. There is a variety of informative activities, many of which are hosted by members of our Quest Orientation Team which is comprised of current students. These sessions are offered three times during the summer, and students are strongly encouraged to attend.

All incoming freshmen are informed of ADVANCE by the Admissions Office when they are admitted, and student-athletes receive a follow-up letter from the ADA emphasizing the benefits of Advance. They are urged to attend one of the earlier ADVANCE sessions in order to obtain a course schedule which will accommodate their practice and competition schedules as much as possible and minimize missed class time.

At present, there is no equivalent Advance program offered for transfer students during the summer. The ADA works throughout the summer with the Director of Academic Advising to inform transferring student-athletes of instructions on the university website regarding their being assigned an academic advisor, being advised via email or phone or in person, and obtaining access to register for fall courses online.

Transfer orientation consists of a meeting on the day of fall registration, at which transfer students who have not pre-registered during the summer are given a brief overview of policies by the Associate Dean of Campus Life, the Registrar, and the Director of Academic Advising and Support Services. A special ADVANCE for transfer students is being discussed.

During the first week of classes, QUEST orientation occurs. Freshman students and student-athletes are encouraged to attend the social and service activities that take place during this week, but they are not required. Both ADVANCE and QUEST are run by the Campus Life Office.

Academic Progress Monitoring and Reporting

The Assistant Athletic Director for Academics sends out e-mail requests to faculty 2 or 3 times a semester asking for the following information about each student-athlete in the professor's classes:

1. the current grade 2. number of absences so far 3. number of times tardy so far 4. any comments regarding attitude [cooperation, conscientiousness in keeping up with assignments and making up assignments missed, keeping the faculty member informed when the athlete misses class for athletic reasons]




Information from these reports is then e-mailed to the athlete's coach(es).

All faculty members also submit midterm deficiency grades of D or F to the Associate Provost for Academic Affairs, and a report of athletes receiving those grades is generated and sent to the Assistant Athletic Director for Academics. This information is sent to the coaches, and the Assistant Athletic Director for Academics follows up via e-mail with the professors of those student-athletes to determine what appropriate help can be given to improve their status in the course.

The Assistant Athletic Director for Academics additionally receives information from the Associate Provost for Academic Affairs about the academic status/progress of student-athletes on Academic Probation, from the Coordinator of Academic Support about student-athletes in the Transitions program (those requiring remedial help) and freshman student athletes on Academic Warning, from the Director of Academic Advising, from the Director of Disability Services, and from academic advisors.

Special Academic Needs

Lipscomb University provides support for all students who enter the university with a documented learning or physical difference. It is the responsibility of the student to provide proper documentation/proof of that need, and it is the responsibility of the student to follow up each semester by meeting with the Director of Disability Services to provide the appropriate notification and paperwork to instructors. Student-specific accommodations are determined by having the student meet with the Director of Disability Services, and can include such things as extended test times, test-taking in a controlled environment, and oral examinations. The ADA consults with the Director of Disability Services about student-athletes needing these services.

Learning Assessments

All new students who have studied a foreign language in high school or at another college or university must take a placement test before registering for any course in that same language. Students can place into any of the first four semesters of the foreign language. Initial placement into Math courses is based on the Math sub-score of the ACT/SAT. Initial placement in English courses is based on the English/verbal sub-score of the ACT/SAT.

Assistance for At-Risk Students

The Office of Academic Advising and Support Services provides several programs to assist students who are considered "at risk," including those who enter on probationary status, along with those who find themselves on academic probation once they are a Lipscomb student. The Assistant Athletic Director for Academics works with this office in responding to the needs of "at risk" student-athletes.

"Transitions" is a program for freshmen who do not meet all university entrance criteria. These students take a reduced (no more than 14 credits) load, enroll in University Orientation (UN1101), and are subject to regular office visits and grade monitoring. "Turning Point" is a similar program, but is targeted at students who are on academic warning and probation after becoming an LU student. Instead of enrolling in UN1101, these students are channeled toward appropriate academic skills workshops.

The Early Warning System provides instructors with a tool to notify OAASS when they are concerned about the academic performance of any student, particularly related to class absences. Students may be called in to discuss problems, particularly if a pattern of excessive absences/underperformance is evident.

Counseling Services

All university students may take advantage of the following services provided by the Counseling Services (described on p. 14 of the university's undergraduate catalog):

1. The Career Center, which exists to help students and alumni find employment. Career counseling and testing are available upon request.

2. Counseling Services, through which the university provides licensed professional counselors and marital and family therapists for students who need help with personal or family problems, academic issues, etc.

3. Disability Services, which coordinates testing and assures appropriate accommodations for students with diagnosed learning, physical, and/or psychological disabilities.

4. Health Services, which provides registered nurses who administer first aid, TB tests, and routine vaccinations and care for minor illnesses

5. Testing Services, which supervises the administration and interpretation of psychological and educational tests.




The Assistant Athletic Director for Academics advises student-athletes of the availability of these services.

Post-eligibility Programs

For those student-athletes who have exhausted their eligibility, but have not completed their undergraduate degree, the Athletic Department evaluates their need for financial assistance on a student-by-student basis. There is also the possibility of graduate assistant positions within the Athletic Department. In any event, all academic support services remain available for those student-athletes.

Some of the NCAA post-eligibility scholarships are nominated by the FAR (i.e.: Kristin Peck was recently nominated for the NCAA Postgraduate Scholarship), while other scholarship/internship opportunities can be nominated by FAR or athletics personnel. The NCAA sends out notices concerning these opportunities and the FAR and Assistant Athletic Director for Academics work together to identify athletes eligible for the awards. The FAR and Assistant Athletic Director for Academics generally work together to assemble the application packet.

7. Describe the institution's process for conducting the student-athlete exit interviews required by NCAA Constitution 6.3.2 and the means by which this information is used to better the student-athlete experience. Describe other avenues available to student-athletes to provide input.

The Student-Athlete Handbook (Ch.13 pg. 35) states that each student-athlete who is exhausting his\her eligibility completes a written survey about his\her experience as a student-athlete, in the particular sport participated in and within the athletics program overall. The survey includes questions about the student\athlete?s a) overall experiences; b) sport specific questions related to quality of: facilities, weight training facilities, athletic trainers, physicians, injury rehabilitation facilities, practice schedules, competition schedules, team travel, team budget, and publicity; c) coaching staff; d) academic services; e) equity issues; f) NCAA compliance. Each athlete is also encouraged to schedule a thirty-minute appointment with the athletic administrator who oversees his\her specific sport to discuss his\her experiences, perceptions, and concerns.

As stated on the first page of the Student-Athlete Exit Interview, the information is compiled to provide statistics, tendencies and general information that can then be used to improve the student-athlete experience. It also states that when sufficient responses have been acquired from athletes in all sports, that information will be provided to all coaches.

There are other avenues for student-athletes to provide feedback and express their concerns about the athletic program. One is through the Student-Athlete Advisory Committee (SAAC). This committee has two representatives from each team who meet once a month to discuss and review policies and issues pertinent to student-athlete welfare. As a liaison between the Athletic Department and the student-athletes, it provides a forum for addressing the concerns and needs of student-athletes and facilitates communication regarding rules changes, deadlines and programs. It also publishes a newsletter during the year to keep student-athletes informed about current issues and events and rules changes. A second avenue for providing feedback and expressing concerns is the Faculty Athletic Representative (FAR). Some individual coaches also interview their student-athletes regularly to monitor their experiences in the athletic program.

8. Describe the institution's and/or athletics department's written grievance and/or appeals procedures available to student-athletes in areas mandated by NCAA legislation (i.e. financial aid and transfers) and in other areas (e.g. harassment, hazing, abusive behavior, sexual orientation). Also, identify the individual(s) responsible for overseeing the administration of the grievance and/or appeals procedures and describe the means by which the grievance and/ or appeals procedures are communicated to student-athletes and staff.

The type of grievance determines who oversees the administration of the grievance:

a) As stated in the Student-Athlete Handbook (Ch. 9 pg. 23), when a student-athlete believes his\her rights have been violated by a member of the athletic department staff, the person should attempt to resolve the matter by making an informal complaint to the person involved. If the problem is not resolved or the student-athlete in not comfortable addressing the person, then the student-athlete may consult the Director of Athletics, Assistant Director of Athletics\SWA, Assistant Director of Athletics\Compliance, Associate Director of Athletics or the Faculty Athletic Representative.




b) If the grievance involves financial aid appeals (Ch. 9 pg. 23-24), the student-athlete has the opportunity for a hearing before a financial aid appeals committee chaired by the Director of Financial Aid. The chairperson names the other committee members which shall be any university employees except Athletics Department employees. The committee shall not be restricted in its size.

c) If the grievance involves refusal of transfer release appeals (Ch. 9 pg.24-25), the student-athlete has the opportunity for a hearing before a transfer release appeals committee. The committee is chaired by the Dean of Students who names the other committee members which shall be any university employees except Athletic Department employees. The committee shall not be restricted in its size.

Student-athletes are informed at the beginning of the year during team meetings that the grievance and appeals process is in the Student-Athlete Handbook which is available on the web.

9. Describe the institution's educational and support programs in the area of sexual orientation. Also, describe the institution's structure and/or policies that ensure the provision of a safe environment for all students, including student-athletes with diverse sexual orientations.

As a religiously controlled institution of higher education whose stated mission is "to integrate Christian faith and practice with academic excellence," Lipscomb University does not support diverse sexual orientations as valid moral options; consequently, it has no educational or support programs in that area.

However, the university does have stated policies designed to provide a safe environment for all students within the boundaries set by its religious beliefs. The first is a policy that prohibits sexual harassment:

"Sexual harassment of any kind will not be tolerated. This will include any physical contact, or verbal innuendo, whether implicitly, or explicitly, sexual in nature which manipulates, intimidates, controls, or in any way creates a hostile/offensive environment for another. Sexual harassment may include, but is not limited to, harassment via the telephone or e-mail. Lipscomb University has developed a more detailed policy and complaint procedure concerning sexual harassment, which may be viewed in the General University Policies and Regulations section of this handbook," (p. 43 of the Lipscomb University Student Handbook; see also the more detailed policy and complaint procedure from pp.58-61 of the same handbook).

The second is a policy that prohibits "sexual immorality," which includes any extra-marital sexual activity:

"All students should practice the highest standards of modesty and sexual morality. Sexual immorality of any kind, whether intercourse is or is not involved, will be subject to discipline. Spending the night with a member(s) [sic] of the opposite sex, and/or being in any state of undress with members of the opposite sex, even if acts of sexual immorality have not occurred, are also actionable offenses. (Groups affiliated with the school [that] are planning overnight trips or activities, such as social clubs, SGA, etc., are expected to have chaperones.) In addition, students must refrain from any excessive public displays of affection (ibid.)."

While the majority of Lipscomb University's students come from relatively conservative religious traditions with positions on sexual diversity similar to if not identical with the university's, some of the student-athletes recruited to the university may not, and the Student Athlete Handbook does not appear to address issues of sexual orientation explicitly nor to explain the institution's position in that regard.

10. Identify the mechanisms in place to ensure the health and safety of student-athletes and the administrator(s) responsible for the institutional awareness of health, safety (including travel) and sports medicine policies. Describe the process by which these policies and guidelines are disseminated within the athletics department, who receives this information and how these issues are addressed within the athletics department. [Note: The institution may want to refer to the equitable medical care section of the NCAA Sports Medicine Handbook Guideline No. 1-A as a guide in responding to this self-study item.]

The Head Athletic Trainer for Lipscomb University is a contracted employee of Baptist Sports Medicine and is responsible for promoting the health and safety of Lipscomb University student-athletes through training sessions in which he discusses the Student Athletic Trainer Policies and Procedures Manual he has compiled with them. The Head Trainer maintains an office in a modern sports medicine facility within Lipscomb University's Allen Arena and is thus available on campus to assist student-athletes with their training, health, safety, and sports medicine needs.

The Athletic Director is the administrator responsible for the institutional awareness of health, safety, and sports




medicine policies. He ensures that coaches and student-athletes are made aware of current policies by direct communication with him and with the Head Athletic Trainer, who meets with both coaches and student-athletes.

These policies and guidelines are disseminated through formal and informal training sessions and opportunities, as well as through the Student Athletic Trainer Policies and Procedures Manual. Issues are addressed in accordance with the policies and procedures described in the manual.

To improve the process for disseminating information, more copies of the manual should be produced so that trainees would have to take fewer hand-written notes during training sessions. There are already plans to provide more copies of the policy manual in future training sessions. Relevant portions of the policies and procedures manual will also be included in the Student Athlete Handbook.

11. Describe the institution's emergency medical plan for practices and games. [Note: The institution may want to refer to the emergency care section of the NCAA Sports Medicine Handbook Guideline No. 1-A as a guide in responding to this self-study item.]

See Exhibit 4.3.11.

12. Describe the institution's written emergency plan for the athletics program and specific coverage for out-of-season workouts, strength training and skills sessions. [Note: The institution may want to refer to the emergency care section of the NCAA Sports Medicine Handbook Guideline No. 1-A as a guide in responding to this self-study item.]

Procedures outlined in Exhibit 4.3.11 apply here as well.

13. Using the program areas for student-athlete welfare issues please:

Describe how the institution studies these topics as they apply to all student-athletes;a.Provide data demonstrating the institution's commitment to these issues for all student-athletes; and

b.

Explain how the institution will address these topics in the future for the welfare of all student-athletes.

c.

1. Evaluation. Periodic review of athletics department activities for consistency with goals and objectives set forth in the institution's and athletics department's written commitments to student-athlete welfare, including the evaluation of the effectiveness of mechanisms to ensure the health and safety of student-athletes.

a. Describe how the institution studies these topics as they apply to all student-athletes.

The evaluation of athletics department activities is an ongoing process to ensure that departmental outcomes are consistent with the goals and objectives set forth in the written commitments to student athlete welfare. This evaluation occurs at a variety of levels and from a variety of perspectives.

Departmental staff and the Faculty Athletics Representative consult to evaluate the level of success of departmental policies related to the academic welfare of student athletes. These evaluations include, but are not limited to, an evaluation of student athlete academic performance and progress toward degree completion that occurs each semester. The Director of Athletics meets weekly with the Provost, Associate Provost and the Dean of Students to discuss issues and concerns.

b. Provide data demonstrating the institution's commitment to these issues for all student-athletes.




Lipscomb University continually evaluates its policies and procedures related to the health and safety of student athletes in an effort to ensure their effectiveness. Athletic training services are provided by Baptist Sports Medicine with four fulltime certified athletic trainers dedicated to Lipscomb. The Director of Athletics conducts regular meetings with the Head Athletic Trainer to evaluate student athlete health and to discuss the status of any student who has been injured or who is rehabilitating from injury.

c. Explain how the institution will address these topics in the future for the welfare of all student-athletes.

Lipscomb University takes student athlete Exit Interviews seriously as part of its evaluation of its policies and programs related to student athlete welfare. The interview forms include questions related to student athlete welfare, allowing graduating student athletes to provide feedback on their experiences. From this feedback, the Department of Athletics is able to ensure that its policies and programs are consistent with the institution's commitments.

2. Organization and Structure Policies, and/or organization, and/or activities of the athletics program and its activities to help enhance student-athlete welfare.


The welfare of student athletes is under the jurisdiction of the Director of Athletics, the Assistant Director of Athletics for Academics, the Assistant Director of Athletics for Compliance, the Student-Athlete Advisory Committee, the Faculty Athletics Representative, and the Faculty Athletic Advisory Committee.

The Director of Athletics directly supervises the Assistant Directors of Athletics for Compliance and Academics as well as the head Strength and Conditioning Coach who oversees the weight room and all conditioning activities. The Director of Athletics also, as mentioned above, works very closely with the certified athletic trainers who oversee the training room and care for the student athletes' health and injuries.

An active and engaged Student Athlete Advisory Committee continually offers input on issues of student athlete welfare. Each athletic team is represented on the SAAC, and these student leaders are encouraged to voice any concerns they might have regarding student athlete welfare.

Others involved in the role of ensuring student athlete welfare are the Faculty Athletic Representative (FAR) and the Faculty Athletic Advisory Committee (FAAC). The FAR serves as a member of the certification committee and also chairs the Faculty Athletic Advisory Committee which looks at policies and activities within the athletic program related to student-athlete welfare. Both the FAR and the FAAC are an integral part of Lipscomb University's commitment to student athlete welfare.

Members of the athletic administration—the Director of Athletics, the Director of Athletics for Academics, the Director of Athletics for Compliance, the Associate Athletic Director, the Director of Athletic Media Relations, and the Director of Athletic Marketing—meet weekly and discuss issues concerning student-athlete welfare as well as other departmental matters.


The Assistant Director of Athletics for Academics provides supervision and support in this area. The academic welfare of Lipscomb student athletes is critical, and policies and procedures are in place to ensure that each student athlete is afforded every opportunity to succeed in the classroom. The goal is that any student athlete who might become academically "at risk" is identified in time for corrective action. The ADA also works closely with the athletic training staff, the Assistant Director of Athletics for Compliance, and the FAR in matters related to the social and emotional welfare of student-athletes.

The welfare of student athletes is also under the jurisdiction of the Assistant Director of Athletics for Compliance as he monitors the application of NCAA rules that protect student-athletes' welfare such as those relating to financial aid and scholarships, hours of practice and days off, and eligibility to play either at Lipscomb or another institution.





An active and engaged Student Athlete Advisory Committee continually offers input on issues of student athlete welfare. Each athletic team is represented on the SAAC, and these student leaders are encouraged to voice any concerns they might have regarding student athlete welfare.

Others involved in the role of ensuring student athlete welfare are the Faculty Athletic Representative (FAR) and the Faculty Athletic Advisory Committee (FAAC). The FAR serves as a member of the certification committee and also chairs the Faculty Athletic Advisory Committee which looks at policies and activities within the athletic program related to student-athlete welfare. Both the FAR and the FAAC are an integral part of Lipscomb University's commitment to student athlete welfare.

3. Participation in Governance and Decision-Making Involvement of student-athletes in the governance and decision-making processes of the athletics department (including the student-athlete advisory committee).


Student-athletes are involved in governance and decision-making primarily through the Student Athlete Advisory Committee. Each team has two representatives on the SAAC. The SAAC meets monthly to discuss issues and plan service opportunities. Each and every meeting's agenda includes an informal survey of student athlete welfare and an invitation to address any issues raised by teammates. The chair of the SAAC then brings those issues to members of the athletic administration.

This group of student leaders is very active and very engaged. Their influence is significant on their teams, as well as on the department.


Since its move into the NCAA Division I the Athletic Department has been committed to enhancing the activities of the SAAC, with yearly efforts to give the SAAC a higher profile among the athletes and to strengthen it as a venue through which the athletes' concerns are brought to the attention of the athletic administration.


The Athletic Department is committed to fostering more opportunities for the SAAC to provide input into the policies and operations of the athletic program.

4. Programs and Activities Establishment of programs that address the needs and issues affecting student-athletes.


A wide range of programs and activities that address the needs and issues affecting student athletes are offered each year. Many have already been described under this Operating Principle, such as the following:

1 extensive academic services, including academic counseling, regular contact for at-risk students, monitoring of academic eligibility and progress, and academic tutoring

2 educational enhancement programs, including career guidance counseling, personal counseling, seminars on drug use/abuse, alcohol, and gambling.




Extensive efforts are made to ensure that each student-athlete understands the role of intercollegiate athletics at Lipscomb University. The Director of Athletics meets with each team at the beginning of the year to discuss the Athletics Mission statement and the expectations that are contained therein. The University President also meets with all of the student-athletes as a group to express his expectations as well.

At the beginning of each semester the Assistant Directors of Athletics for Academics and Compliance jointly conduct a meeting with each team to go over NCAA regulations for academic eligibility, other academic policies, and other NCAA requirements that athletes need to be aware of. The Head Athletic Director also provides substance abuse education at those meetings.


The Faculty Athletic Advisory Committee provides input into creating programs designed to enhance student-athlete welfare. Issues for discussion are brought before that committee by the FAR, at times at the request of the athletic administrators who perceive particular needs.


Members of the athletic administration—the Director of Athletics, the Director of Athletics for Academics, the Director of Athletics for Compliance, the Associate Athletic Director, the Director of Athletic Media Relations, and the Director of Athletic Marketing, will continue to meet weekly to discuss issues concerning student-athlete welfare as well as other departmental matters. Input from the FAR, the FAAC, and the SAAC will be sought by the athletic administration.


Facilities schedule for practice and competition.•Sports schedules.•Sports marketing materials.•Media guides.•Institution's student-athlete handbook or, if no such handbook exists, institution's method(s) for conveying athletics policies and procedures to student-athletes.

•

Written materials (e.g., forms) used to document student-athlete exit interviews.•Institution's and/or athletics department written grievance and/or appeal procedures available to student-athletes in areas mandated by NCAA legislation and in other areas.

•

Evaluation

1. Does the institution demonstrate a commitment to the fair treatment of student-athletes, particularly in their academic role as students? Currently Yes

2. Does the institution provide evidence that the welfare of student-athletes and the fairness of their treatment is monitored, evaluated and addressed on a continuing basis? Currently Yes

3. Does the institution have established grievance or appeal procedures available to student-athletes in appropriate areas? Currently Yes

4. Does the institution provide evidence that the institution has in place programs that protect the health of and provide a safe environment for its student-athletes? Currently Yes







There are inconsistencies in the way absences and make-up work are treated by different faculty members when student-athletes miss a test or assignment because of athletic events.

This issue will be explored by representatives from the academic and athletic sides of the university

This issue will be brought by the Faculty Athletic Representativeto the Faculty Athletic Advisory Committee for discussion.

Faculty Athletic RepresentativeFaculty AthleticAdvisory CommitteeAthletic DirectorSenior Woman'sAdministrator

Fall 2005

The Student Athlete Handbook does not appear to address issues of sexual orientation explicitly or explain the institutionb019s position in that regard.

A clearer explanation in the SAH of the institution's position regarding sexual orientation.

Revise the relevant section of both the LU Student Handbook and the SAH.

Dean of Campus LifeAthletic DirectorSenior Woman's Administrator

Fall 2005

More copies of the Student Athletic Trainer Policies and Procedures Manual should be produced so that trainees would have to take fewer hand-written notes during training sessions.

One hard copy of the SATPP for every trainee

1) Convert the SATPPM to a PDF file available to student trainers online. 2) Produce one hard copy of the manual for each student trainer.

Head Athletic Trainer Fall 2005




Operating Principle

4.4 Sportsmanship and Ethical Conduct

Self-Study Items

1. List all "corrective actions," "conditions for certification" or "strategies for improvement" imposed by the NCAA Division I Committee on Athletics Certification in its first-cycle certification decision (if any) as they relate to Operating Principle 4.4 (Sporting and Ethical Conduct). In each case, provide: (a) the original "corrective action," "condition" or "strategy" imposed; (b) the action(s) taken by the institution; (c) the date(s) of the action(s); and (d) an explanation for any partial or noncompletion of such required actions. Please note, the institution is not required to respond to recommendations for required actions developed by the peer-review team unless those same recommendations were adopted by the Committee on Athletics Certification.

Not applicable.

2. List all actions the institution has completed or progress it has made regarding all plans for improvement/recommendations developed by the institution during its first-cycle certification process as they relate to Operating Principle 4.4 (Sporting and Ethical Conduct). Specifically include: (a) the original plan; (b) the actions(s) taken by the institution; (c) the date(s) of the action(s); (d) actions not taken or not completed; and (e) explanations for partial completion. Please note, the institution will not be required to fulfill an element of a first-cycle plan if the element does not affect conformity with an operating principle.

Not applicable.

3. Describe any additional plans for improvement/recommendations in the area of Operating Principle 4.4 (Sporting and Ethical Conduct) developed by the institution since the first-cycle certification decision was rendered by the Committee on Athletics Certification.

Not applicable.

4. List all actions the institution has completed or progress it has made regarding required actions identified by the NCAA Committee on Athletics Certification during the institution's interim-report process (if applicable) as they relate to Operating Principle 4.4 (Sporting and Ethical Conduct). Specifically, include for each: (a) the required action, (b) the action(s) taken by the institution, (c) the date(s) of these action(s), (d) action(s) not taken or completed, and (e) explanation(s) for partial completion.

Not applicable.

5. Explain how the institution is organized to further its efforts related to sporting and ethical conduct and provide evidence that matters concerning sporting and ethical conduct are monitored, evaluated and addressed on a continuing basis.

Not applicable.

6. Provide the institution's written policies and procedures on sporting and ethical conduct.

Not applicable.




7. Describe any sanctions that may be levied for inappropriate behavior by all individuals associated with the intercollegiate athletics program.

Not applicable.

8. Describe the institution's method(s) for communicating the institution's sporting and ethical conduct policies and procedures to all individuals associated with the intercollegiate athletics program.

Not applicable.

9. Describe the institution's educational activities/programs in the area of violence, abuse and harassment committed by student-athletes.

Not applicable.

10. Describe educational activities related to sporting and ethical conduct for student-athletes, coaches, institutional staff members, boosters, support groups (e.g., alumni, cheerleaders) and all others associated with the intercollegiate athletics program.

Not applicable.

11. Describe mechanisms the institution has in place to review and monitor the effectiveness of its sporting and ethical conduct policies and procedures. Also, provide a brief description of incidents that have been reviewed through these mechanisms in the last three years.

Not applicable.

12. Describe specific incidents over the last three years that shed light on the institution's commitment to the values of sporting and ethical conduct (e.g., citations or sanctions from the conference office, sanctions or reprimands from the NCAA for conduct during its championships, awards received by the institution or its athletes for exemplary behavior in this area).

Not applicable.

Evaluation

1. Does the institution demonstrate that in the area of intercollegiate athletics, it is committed to these fundamental values of sporting and ethical conduct? Currently Yes

2. Does the institution have established a set of written policies and procedures for this area? Currently Yes

3. Does the institution demonstrate that educational activities related to sporting and ethical conduct exist for individuals and groups associated with the intercollegiate athletics experience? Currently Yes

4. Does the institution provide evidence that the effectiveness of activities in this area are monitored, evaluated and addressed on a continuing basis? Currently Yes




RACIAL OR ETHNIC COMPOSITIONATHLETICS AND SELECTED INSTITUTIONAL PERSONNEL

Racial or Ethnic Group

Am. Ind./AN(N)

Asian/PI(N)

Black(N)

Hispanic(N)

White(N)

Other(N)

Year 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3

Senior Administrative Athletics Dept. Staff

F 3.5 4 4

Other Professional Athletics Dept. Staff

F 1 1 1 7.5 9 7

P 1 1

Head Coaches F 10.5 10 10

P

Assistant Coaches F 2 2 2 4.5 4 3

P 1 1 10 9 3

Totals (for Athletics Dept. Personnel F 3 3 3 26 27 24

P 1 1 1 10 9 4

Faculty-Based Athletics Board or Committee Members

8 8 8

Other Advisory or Policy-Making Group Members

27 28 26

Name of person completing this chart: Randy Bouldin Title: Assistant Professor




RACIAL OR ETHNIC COMPOSITIONSTUDENTS GENERALLY AND STUDENT-ATHLETES ON ATHLETICS AID


Am. Ind./AN(N)

Asian/PI(N)

Black(N)

Hispanic(N)

White(N)

Other(N)

Year 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3All Students 6 5 5 26 22 19 81 81 68 18 12 9 1691 1766 1689 251 220 217Student-Athletes 0 0 0 0 0 1 10 11 10 3 2 2 143 132 129 4 3 3

Name of person completing this chart: Lee Camp Title: Assistant Professor




RACIAL OR ETHNIC COMPOSITIONMEN'S AND WOMEN'S SPORTS TEAMS


Am. Ind./AN(N)

Asian/PI(N)

Black(N)

Hispanic(N)

White(N)

Other(N)

Sports Year 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3

Baseball 0 0 0 0 0 0 0 0 1 1 0 1 19 20 21 0 0 0

Men's Basketball 0 0 0 0 0 0 4 5 5 0 0 0 8 6 8 1 0 1

Football

Men's Track / Cross Country 0 0 0 0 0 0 1 0 0 1 0 0 8 6 4 0 0 0

Men's Other Sports and Mixed Sports 0 0 0 0 0 0 0 0 0 0 1 0 26 33 30 3 0 2

Women's Basketball 0 0 0 0 0 0 2 3 3 0 0 0 11 11 9 0 0 0

Women's Track / Cross Country 0 0 0 0 0 0 3 2 0 0 0 0 15 7 6 0 0 0

Women's Other Sports 0 0 0 0 0 1 0 1 1 1 1 1 56 49 51 0 0 0

Total 0 0 0 0 0 1 10 11 10 3 2 2 143 132 129 4 0 3

Name of person completing this chart: Lee Camp Title: Assistant Professor

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