NAIA to NCAA D-II Sports Transition

2015 ◽  
pp. 472-512
Author(s):  
Sherrie L. Wisdom ◽  
Graham Weir
Keyword(s):  
Intercollegiate Athletics ◽  
Liberal Arts ◽  
National Collegiate Athletic Association ◽  
Transition Process ◽  
Academic Community ◽  
Academic Impact ◽  
Liberal Arts University ◽  
Real World Application ◽  
Quantitative Verification ◽  
Barriers And Challenges

The intent of this chapter is to provide results of a self-study of the transition process of a medium-sized, independent university from affiliation with National Association of Intercollegiate Athletics to National Collegiate Athletic Association Division II. This transitional movement by a four-year, liberal arts University represented real-world application of critical thinking to decision making, which created an impact on all stakeholders. The study purpose was to provide documentation of the transition with analysis of potential barriers and challenges, an examination of procedures placed, and quantitative verification of potential academic impact on both athletes and non-athletes. Data informed the original decision. This project continued analysis with before-to-after comparisons of measureable characteristics, such as athlete and non-athlete GPA, extent to which NCAA involvement influenced both athlete and non-athlete student choice to attend University, and before-to-after perceptions of University's reputation and stature within the academic community.

‘Teaching’ Practicing

2006 ◽  
Vol 28 (2) ◽  
pp. 41-41
Author(s):  
Alice Wright
Keyword(s):  
Liberal Arts ◽  
Liberal Arts University

As an undergraduate at a relatively small liberal arts university, I admit that before reading this collection of articles, I had no idea what nanotechnology was. Furthermore, once I had read the issue, I had even more questions about nanotechnology than when I started!

scholarly journals Practices of Athletic Trainers Using Weight Charts to Determine Hydration Status and Fluid Intervention Strategies

2020 ◽  
Author(s):  
Jeremy M. Eith ◽  
Clint R. Haggard ◽  
Dawn M. Emerson ◽  
Susan W. Yeargin
Keyword(s):  
Intercollegiate Athletics ◽  
Body Mass ◽  
Online Survey ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
National Association ◽  
Hydration Status ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Body Mass Change

Context Determining an athlete's hydration status allows hydration-related concerns to be identified before significant medical or performance concerns arise. Weight charts are an accurate measure of hydration status changes, yet their clinical use by athletic trainers (ATs) is unknown. Objective To investigate ATs' use of weight charts in athletic settings and describe their subsequent clinical decisions. Design Cross-sectional survey. Setting High schools and National Collegiate Athletic Association Divisions I, II, III and National Association Intercollegiate Athletics colleges. Patients or Other Participants A total of 354 ATs (men = 162, women = 17; 17 respondents did not answer the demographic questions) responded across athletic settings (Division I [45.7%]; Division II, Division III, National Association Intercollegiate Athletics combined [n = 19.9%]; and high school [34.4%]). Main Outcome Measure(s) The 26-question online survey was developed by content experts and pilot tested before data collection. Participants answered questions focused on weight-chart use (implementation, timing, and calculations) and clinical decision processes (policies, interventions, and referral). Frequency statistics were calculated. Results The majority of ATs (57.2%) did not use weight charts. Of those who did, most (76.0%) used charts with football, soccer (28%), and wrestling (6%) athletes. They calculated changes as either an absolute (42.2%) or percentage (36.7%) change from prepractice to postpractice; only 11.7% used a baseline weight for calculations. Of those who used the percentage change in body mass, 66.0% selected a threshold of −3% to −4% for an intervention. Most ATs (97.0%) intervened with oral education, whereas only one-third (37.0%) provided specific fluid amounts based on body mass changes. Conclusions Typically, ATs in athletic settings did not use weight charts. They considered a body mass change of –3% the indication for intervention but did not specify rehydration amounts for hypohydrated athletes. Educational workshops or technology applications could be developed to encourage ATs to use weight charts and calculate appropriate individual fluid interventions for their athletes.

Stigma Consciousness and Work Outcomes of Senior Woman Administrators: The Role of Workplace Incivility

2021 ◽  
Vol 35 (1) ◽  
pp. 69-80
Author(s):  
Janelle E. Wells ◽  
Melanie Sartore-Baldwin ◽  
Nefertiti A. Walker ◽  
Cheryl E. Gray
Keyword(s):  
Intercollegiate Athletics ◽  
Structural Equation ◽  
National Collegiate Athletic Association ◽  
Workplace Incivility ◽  
Work Outcomes ◽  
Equation Modeling ◽  
Stigma Consciousness ◽  
Empirical Examination ◽  
Senior Woman Administrators ◽  
Uncivil Behaviors

Stigmas and incivility are common across all facets of sport, yet empirical examination is lacking, especially when it comes to women in leadership positions. In intercollegiate athletics, the senior woman administrator position is designated by the National Collegiate Athletic Association as the highest ranking woman serving the athletic department, so this study examined the extent to which stigma consciousness and workplace incivility impact the work outcomes of 234 senior woman administrators. Structural equation modeling and open-ended responses demonstrated that stigma consciousness is associated with higher perceived incivility, which is associated with lower job satisfaction and perceived organizational opportunity. Thus, stigma consciousness and workplace incivility not only operate as influential independent factors within the workplace setting, but stigma consciousness also serves as an antecedent to workplace incivility. Managerial strategies empowering professionals may help reduce stigmas, prevent uncivil behaviors in the workplace, and ultimately, improve outcomes.

Investigating different options in course delivery – traditional vs online: is there another option?

2018 ◽  
Vol 35 (4) ◽  
pp. 230-239 ◽  
Author(s):  
Ashley Hass ◽  
Mathew Joseph
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Online Courses ◽  
Content Type ◽  
Liberal Arts University ◽  
Face To Face ◽  
Traditional Courses ◽  
Southwest Region ◽  
Southwest Usa

Purpose The purpose of this paper is to examine students’ perceptions of online vs traditional (face-to-face) course offerings at the business school of a liberal arts university in southwest USA. The research compares perceptions of students who have been subjected to online education along with those who have not been exposed to online education and examines likelihood to take online courses. Design/methodology/approach Paper and pencil surveys were distributed in different classes in business classes at a university in southwest USA. The target group was undergraduate students. Findings The results indicate that overall, students have neutral perceptions about online courses, while favorable perceptions are strongly associated with likelihood to take online courses. Moreover, prior exposure with online courses is not a significant factor in forming favorable perceptions about online courses. Research limitations/implications The present research is limited in generalizability and the institution surveyed in the southwest region is new to online courses offering in their curriculum and not all the participants had prior experience with online courses. Originality/value Although this paper compares online education with traditional, another option for methods of education include hybrid models incorporating both. A possible third option not discussed through this research is a hybrid or blended learning course, a combination of both online and traditional courses. This opens the options for the student, as hybrid courses can be built with many different options. One includes using technology for “screencasts” or lectures online.

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