Idaho State University 2009 NCAA Certification Self-Study Sub-Committee on Diversity Issues Operating Principle 3.2 Final Draft 4.13.

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1 Idaho State University 2009 NCAA Certification Self-Study Sub-Committee on Diversity Issues Operating Principle 3.2 Final Draft Introduction Idaho State University Role and Mission According to the Idaho State University Undergraduate Catalog ( , page 4): Idaho State University is a broad-based regional public doctoral research University, providing a broad range of educational services to a culturally diverse population of students and to the state. The University is Idaho s center for education in the health professions. Idaho State University offers a wide array of academic programs: in the health professions and related biological and physical sciences and educator preparation (its areas of primary emphasis); in business and engineering education and technical training (its areas of continuing emphasis); and in the liberal arts. It is committed to maintaining a strong liberal arts and sciences program as the basis of other academic disciplines and as an independent, multifaceted field of inquiry. The University offers graduate programs in a number of fields and is a national center for the Doctor of Arts degree. Its College of Technology provides high-quality education and training in response to the needs of students and private industry. Idaho State University is dedicated to excellence in teaching. The University engages in sustained and significant research as an essential component of its academic and public service programs. It views public service as an integral part of its mission. Idaho State University is committed to providing accessible, high quality education to the diverse citizenry of its region and state, and delivers comprehensive and creative outreach programs using the latest available technology. The University works in collaboration with other state and regional postsecondary institutions in serving its constituencies. The University offers a range of academic and support services to help all students succeed. It encourages student and public participation in its cultural, recreational and athletic programs, and welcomes the continuing involvement of alumni and other friends in its endeavors. Idaho State University Vision Statement According to the Idaho State University Student Handbook ( , page 1): The mission of Idaho State University is to advance scholarly and creative endeavors through the creation of new knowledge, cutting-edge research, innovative artistic pursuits and high-quality academic instruction; to use these qualities to enhance technical, undergraduate, graduate, and professional education, health care, and other services provided to the people of Idaho, the Nation, and the World; and to develop citizens who will learn from the past, think critically about the present, and provide leadership to enrich the future in a diverse, global society. [1]

2 Athletics Department Mission Statement- According to the Idaho State University Student-Athlete Handbook ( , page 7): The Athletics Department at Idaho State University conducts a diverse athletics program consistent with the mission of the University. The intercollegiate athletics program is an integral part of the University and the community of Southeast Idaho. The athletics program contributes significantly to the outreach mission of the University, both in fostering institutional spirit and generating spectator appeal. Given the high media visibility of athletics and athletes, a successful program presents a positive image of the University to the regional community. Education and athletic excellence are the cornerstones of the athletics program. The success of the program is to be measured by the performance of its studentathletes and staff in their academic and athletic pursuits, both in their years at Idaho State University and further, their contributions to society. The student-athlete concept is the guiding principle of the Department of Intercollegiate Athletics. The personal well being of its student-athletes is considered the most important priority. Accordingly, the Athletics Department will create an environment wherein all student-athletes regardless of gender, ethnicity, race, national origin, color, creed, sexual orientation, age, disability, or religion are given the opportunity to participate and succeed both academically and athletically. A well run intercollegiate athletics program contributes to educational and personal growth of young men and women by developing the positive attributes of dedication, discipline, responsibility, cooperation, self-confidence, leadership and citizenship. Athletics at Idaho State University offers a worthwhile experience for student-athletes to further develop their intellectual and athletic talents while striving for individual, team, and institutional success. In the implementation of this mission statement, the Department's administrative and coaching staffs will strictly uphold institutional policies, the rules and regulations of the Big Sky Conference, and the National Collegiate Athletic Association (NCAA) Bylaws. Staff members will conduct their programs consistent with the highest level of integrity and excellence. Diversity Operating Principle 3.2. Diversity Issues. It is a principle of the Association to promote respect for and sensitivity to the dignity of every person and to refrain from discrimination. In accordance with this fundamental principle, the institution shall: a. Have implemented its approved minority-issues plan from the previous self-study. If the plan was modified or not fully implemented, provide an acceptable explanation from appropriate institutional authorities. b. Demonstrate that it is committed to, and has progressed toward, fair and equitable treatment of all student-athletes and athletics department personnel with diverse racial, ethnic and other backgrounds; and [2]

3 c. Formally adopt a written plan for the future of the intercollegiate athletics program that ensures the institution maintains, or continues progress toward, a program that expands equitable opportunities and support for student-athletes and athletics personnel with diverse racial, ethnic and other backgrounds. The plan shall include measurable goals the institution intends to achieve, steps the institution will take to achieve those goals, persons responsible and timetables. Institutions should note that for purposes of athletics certification, institutions have discretion to address those areas of diversity that align with the institution's overall mission and culture. However, institutions are reminded that the Committee on Athletics Certification expects a comprehensive and good-faith effort throughout the self-study process. Examples of areas to review for diverse backgrounds or underrepresented groups include, but are not limited to: race, ethnicity, creed, color, national origin, age, disability, sexual orientation and gender identity, in addition to other areas such as religion, marital status, education, income, geographic location and work experience. Self-Study Item Number 1 List all conditions for certification imposed by the Committee on Athletics Certification in its second-cycle certification decision (if any) as they relate to Operating Principle 3.2 (Minority Issues). N/A. Idaho State University was certified without any conditions in the second cycle. Self-Study Item Number 2 Report on the implementation of the plan for improvement to address minority issues developed by the institution during its second-cycle certification process. In each case, provide: a. The original plan; b. The action(s) taken by the institution; c. The date(s) of the action(s); and d. An explanation for any partial or non-completion of such plans. The committee on Athletics Certification will not accept the following explanations for partial or non-completion: 1. The institution did not possess sufficient funds to implement the plan; and 2. The institution has had personnel changes since the original development of the plan. [3]

4 Idaho State University second-cycle Minority Opportunity Plan included 24 measurable goals and steps to achieve those goals. The sub-committee on Diversity identified 7 goals that were: not completed, not completed by the proposed completion timeline, or are still in the process of being completed: Goal Three: Goals Five and Six: Goal Nine: Goal 16 (A & B): Goals 19 & 20: To formalize written procedures, process of being completed; To hire a minority counselor/life skills coordinator and two minority staff members. Goal five was not completed but is addressed with a new position. Goal six was completed but not within the timeline proposed in the second-cycle plan; To establish a systematic assessment procedure for addressing minority student-athlete perceptions about campus climate was not completed; To issue positive student-athlete press release weekly and to establish an Athletic Media Committee. This two part goal is in the process of being completed; and To increase Fifth-Year Aid endowment to one million dollars and to increase the number of minority student-athletes who stay and finish their degrees. Goal 19 was not completed and goal 20 is in the process of being completed. The second-cycle Minority Opportunity Plan is followed with two additional columns attached identifying the actual completion date of goals and an explanation of actions/activities performed since After the second-cycle plan, each measurable goal that was not completed or is in the process of being completed is explained in more details: [4]

5 Idaho State University Athletics Department 2000 Minority Opportunities Plan for Student-Athletes Second-Cycle Plan Issues Measurable Goals Steps to Achieve Goals Individuals/Officers Responsible for Implementation Provide leadership and support for minority studentathletes. Establish a Minority Advisory Board to oversee minority issues and concerns. Appoint Minority Advisory Board members; develop and formalize bylaws. Dean of Student Affairs, Director of Enrollment Planning and Director of Athletics. Proposed Completion Timetable Measurable Goals Completed Yes or No Actual Completion Date Explanation of Actions/Activities Performed 2000 Yes 2008 Draft bylaws created in 2001 and formalized in The Minority Advisory Board s purpose is to educate minority studentathletes about the existence and function of campus and community resources. Athletics Dept. Mission Statement needs to show a commitment to all studentathletes Inclusion of a commitment to equitable opportunities for minorities in Athletics Department Mission Statement. Rewrote the Athletics Department Mission Statement to include minority equity issues. Educate minority student-athletes about the existence of the Minority Advisory Board. Monitor the implementation of the Athletics Department Mission statement to indicate the institution's continued commitment to equitable opportunities for minorities. Director of Athletics, and the Athletics Advisory Board. While the procedures for filing a grievance are listed in the Student-Athlete Handbook ( , page 32), they do not address diversity concerns that student-athletes of color may encounter. Fall 1999 Yes 2005 The following statement was included in the Athletics Department Mission Statement on page 7, Accordingly, the Athletics Department will create an environment wherein all student-athletes regardless of gender, ethnicity, race, national origin, color, creed, sexual orientation, age, disability, or religion are given the opportunity to participate and succeed both academically and athletically. As of February 2009, an updated statement was included in the Athletics Department Mission Statement that more specifically addresses gender intent. A statement should be included in the Mission Statement that addresses the Athletics Department outcome for minority student-athletes. This is addressed in the third-cycle plan. [5]

6 Issues Measurable Goals Steps to Achieve Goals Individuals/Officers Responsible for Implementation Inconsistency in identifying and contacting minority applicants when coaching and administrative staff openings are available. Formalize written procedure to identify minority applicants. (GOAL 3) Write a procedure to ensure consistency in identifying and contacting minority applications. Director of Athletics, Affirmative Action Officer, Diversity Committee, Minority Advisor, Recruiters and Admission Counselors and the Director of Human Resources. Proposed Completion Timetable Fall 2000 Measurable Goals Completed Yes or No No Actual Completion Date Ongoing Explanation of Actions/Activities Performed The Athletics Department has applied for membership in the BCA (Black Coaches and Administrators). The application was received We are now an official member of the BCA. The Human Resource Office and the Affirmative Action Office have been designated as the two offices that will work with the Athletics Department for minority applications. Increase minority applicants. Utilize plan to identify and hire minority coaches and administrators. Utilize Black Coaches Assn., Black Scholar Magazine, and black colleges and universities to attract minority coaches. Continue to work with Human Resource Department and Affirmative Action/EEO officer to ensure guidelines are followed. As openings occur. Yes 2008 See diversity repository for letter addressing renewal of membership to BCA. Hire a minority athletics counselor/life skills coordinator. (GOAL 5) Hire two minority staff employees by (GOAL 6) No Postponed Accomplished after proposed date No life skills position was created in the Athletics Department. For one year ( ), there was a Graduate Assistant position for Life Skills. That person was a female graduate student. Issue addressed in the thirdcycle plan. When available positions are open for recruitment, individuals of color will be encouraged to apply per University s Affirmative Action guidelines. [6]

7 Issues Measurable Goals Steps to Achieve Goals Individuals/Officers Responsible for Implementation Assure Diversity issues are addressed. Lack of Role Models for Minority Student-Athletes. Need for systematic revisiting of minority students cultural needs and perceptions and campus/department climate. Inclusion of the University s Affirmative Action/EEO Director on Athletics Advisory Board. Identify six individuals within the University and local communities who can serve as role models/mentors for student-athletes. Establish and implement a plan for annual activities that identify minority student-athlete issues; communicate them to Athletics Department staff and consider ways to address these issues. (GOAL 9) Add Affirmative Action/EEO Officer as a voting member to the Athletics Advisory Board Advertise and make presentations to recruit voluntary role models. Annual assessment of minority student-athlete issues and perceptions. Annually utilize campus or external resources to provide diversity training and workshops for members of the Athletics Department including exploration of student concerns. Allow for release time for participation in this program. Athletics Advisory Board. Associate Director of Athletics, Athletic Advisor, Minority Advisory Board, Human Resources, and Affirmative Action/EEO. Director of Athletics, Associate Director of Athletics, Minority Advisory Board. [7] Proposed Completion Timetable Measurable Goals Completed Yes or No Actual Completion Date Explanation of Actions/Activities Performed 11/23/1999 Yes 2000 The University AA/EEO Officer is a member of the AAB. Fall 2001 Yes 2007 A document was created identifying the characteristics of role models/mentors for minority student-athletes. A listing of University and local individuals interested in serving as role models/mentors was created in Academic Year No Ongoing The avenues available to minority studentathletes who wish to communicate issues specific to athletes of color are: 1.) Members of their coaching staff; 2.) SAAC; and 3.) Athletics Department Personnel in charge of the specific programs within which the athlete participates. Additionally, the Athletics Department staff receives periodic training in diversity issues from members of the university community and NCAA, although these trainings have not consistently occurred on an annual basis. No written plan detailing the process by which minority student-athlete concerns are determined and communicated to staff has been produced. Instead, the department relies on informal methods to capture this data (e.g. encouraging studentathletes to discuss the problem with a member of the coaching staff or with an Athletics Department administrator with oversight over the particular program). Issue addressed in third-cycle plan.

8 Issues Measurable Goals Steps to Achieve Goals Individuals/Officers Responsible for Implementation Restricted or limited interaction between minority studentathletes and the university and local communities. Prospective student- athletes need access to accurate information regarding the institution s environment and demographics. One hundred percent (100%) of new minority student-athletes will be personally encouraged to enroll in the Life Skills course. Provide accurate written information. Personal invitations, phone calls and s. Continue to strengthen the campus visitation process by emphasizing academic, social, cultural, and behavioral expectations; and by presenting accurate demographic and historical information that reflects the campus and the southeastern Idaho region. Series of handouts that address these concerns. Associate Director of Athletics, Life Skills Coordinator (2004) Coaches, Associate Director of Athletics, Enrollment Planning, Minority Advisor, Recruiters and Admissions Counselors, the Diversity Committee, Minorities Advisory Board, and Student Affairs. Proposed Completion Timetable Fall 2000 Fall 2000 and annually thereafter. Measurable Goals Completed Yes or No Yes, was done, but the Life Skills course has become an academic skills course. Actual Completion Date Fall This was done unofficially from Fall 2000 to Fall In 2006 freshman studentathletes were enrolled in the University ACAD 101 or 102. Explanation of Actions/Activities Performed Put athletes into a class which has a broader class of students than just athletes. 100% of student athletes are required to enroll in two of three courses during their freshman year at ISU. These courses are ACAD 101 College Learning Strategies, ACAD 102 First year Seminar or ACAD 199 Life Skills for Student Athletes. In the Fall of 2008, ACAD 199 was cancelled by the Curriculum Council. Therefore, 100% of all student athletes are required to enroll in ACAD 101 and ACAD 102 during their first semester at Idaho State. No written policy found. Yes Ongoing Each semester, all relevant demographic and academic information in the potential studentathlete packet is updated. The PSA is given this packet which includes updated information provided by the Student Affairs office and a current course catalog. The committee members working on this portion felt as if Student Affairs could design a better sheet indicating demographics such as ethnicity, where students are coming from, etc. Currently there is very good demographic information regarding foreign students at Idaho State. Demographic information as it relates to graduation from Idaho State would also be relevant. [8]

9 Issues Measurable Goals Steps to Achieve Goals Individuals/Officers Responsible for Implementation Prospective Minority Student-Athletes share the need for knowledge concerning eligibility requirements for attending a NCAA Division I University. Transition to college. Ensure funding to provide information to all prospective student-athletes about college choices, the recruiting process, and compliance issues. One hundred percent (100%) of new minority student-athletes will attend the departmentallysponsored orientation sessions and will be encouraged to attend the Universitysponsored orientation sessions, when feasible. Speakers will include minority role models from ISU and the community at large. Improve student recruiting by budgeting for and utilizing the NCAA Guide for the College Bound Student- Athlete, and the NCAA Initial- Eligibility Clearinghouse Guide,' Making Sure You Are Eligible to Participate in College Sports.' Director of Athletics requires minority student-athletes to attend Athletics Department orientation and will provide information and encourage participation at other Universitysponsored sessions. Director of Athletics, Athletics Department Fiscal Officer, Coaches, Associate Athletics Director for Student Support and Compliance and the Office of Enrollment Planning. Director of Athletics, Associate Director of Athletics, Coaches. Proposed Completion Timetable Fall 2000 and annually thereafter. Measurable Goals Completed Yes or No Yes Actual Completion Date Ongoing since 2000 annually. Fall 2000 Yes Ongoing since Explanation of Actions/Activities Performed All of the materials that ISU used to purchase from the NCAA are now web based at no cost to ISU or the student athlete. There is no need for further funding in this area. Ongoing since All student athletes are required to attend department sponsored orientation. Since 2005, minority student-athletes have been invited to attend University- sponsored orientation program. See appendix section. [9]

10 Issues Measurable Goals Steps to Achieve Goals Individuals/Officers Responsible for Implementation Help new student-athletes become aware of resources. Maintain and update annually, a directory that identifies campus and community minority resources Distribute the Student Affairs directory that identifies campus and community resources for minority students. The Minority Advisory Board will assess the needs of minority student-athletes on a regular basis to determine their interest and support of various activities on the campus and in the community. Minority Advisor, Recruiters and Admissions Counselors and Athletics Department. Proposed Completion Timetable Completed 11/99 Annually thereafter. Measurable Goals Completed Yes or No Yes 1999 Actual Completion Date Revised Explanation of Actions/Activities Performed A resource directory was created identifying local businesses that sell minority consumer products i.e., hair care, cultural food, magazines,/books, clothing. Resource directory was housed in Enrollment Planning and last updated in No systematic procedure for delivery of resource directory has been created. The resource directory been done intermittently by various departments at the university since The DRC has made a commitment to annually produce the resource directory starting in [10]

11 Issues Measurable Goals Steps to Achieve Goals Individuals/Officers Responsible for Implementation Media Relations Develop a process to respond to treatment of student-athletes by the media. Media Relations Committee will monitor electronic and print media to ensure accurate and equitable reporting of students incidents. Director of Athletics, University Relations VP, Sports Information Personnel, and the Dean of Students. Proposed Completion Timetable Fall 2000 Measurable Goals Completed Yes or No Yes Actual Completion Date Ongoing Explanation of Actions/Activities Performed A formalized Media Relations Committee does not exist; however, there is a group assembled to address media relations. There is a written handbook identifying policies and procedures to follow when dealing with media. The Sports information packet and Media Guide contains policies and procedures for meeting student-athletes. A procedure has been established for handling problems occurring outside the team or University. All policies and procedures should be up-dated (at least every two or three years). See diversity repository for documents. Issue at least one positive press release per week. (GOAL 16) Establish an athletic media committee to address issues concerning fairness/accurate reporting with special emphasis on minority students. Director of Athletics, Sports Information Director, University Relations VP and Minority coaches. Fall 2000 Difficult to assess. No When opportunity exists. Ongoing Difficult to assess a positive weekly release involving minority student-athletes. Difficult goal to accomplish when working with media outside the University. Again, there is no formal media committee, although there are media relations staff and sports information staff. All staff are committed to addressing issues in a fair and accurate manner. Press Releases are used, but most information is available through weekly featured stories and the use of the internet. Media relations are done through the Website. At this time, there is not a special emphasis on minority students, but they seem to have equal access to fair and accurate reporting. Concern addressed in third-cycle plan. [11]

12 Issues Measurable Goals Steps to Achieve Goals Individuals/Officers Responsible for Implementation Monitoring implementation and distribution of 1996 Minorities Opportunities Plan and subsequent plans. Annual review and appropriate distribution. Report on implementation of Minority Opportunities Plan to the President's Staff, Council of Deans, Athletics Advisory Board, and NCAA Compliance Committee. Director of Athletics, Associate Director of Athletics, Faculty Athletics Representative and Minority Advisory Board. Proposed Completion Timetable Fall 2000 and annually thereafter. Measurable Goals Completed Yes or No Actual Completion Date Yes Fall Explanation of Actions/Activities Performed MOP was presented to the President s Cabinet by the Athletics Director but has not been presented annually to any of the constituent areas since NCAA Compliance Committee implemented an annual presentation to President s Cabinet and Faculty Senate in May Involvement of student-athletes in the matters of effective communication between studentathletes and Athletics Department. Insufficient resources and limited program breadths available to fifthyear studentathletes to complete their degrees. Continue to strengthen and improve communication between minority student-athletes, coaches, and staff. Measured by full representation of athletic teams at monthly meetings. Increase the fifthyear aid endowment to $1 million. (GOAL 19) Increase the number of minority student-athletes who stay and finish their education. Change Captains Council to Student- Athlete Advisory Council to address student issues and concerns. Minority representations will be ensured via SAAC's bylaws. Coaches will allow time for representatives from the student-athlete advisory council to report minutes back to their respective teams within a week. Athletics Capital Campaign Program fundraising efforts. Review fifth- year aid award criteria to ensure there is no disparate effect on minority students. Director of Athletics, Associate Director of Athletics, Studentathletes and coaches. Director of Athletics, Bengal Foundation, and ISU Foundation fundraisers. Minority Advisor Board, Associate Athletics Director, AFO, Athletics Advisory Board, Fifth-Year Aid [12] 2001 Yes present Each team on campus has two representatives who are members of SAAC. Meetings are at least once a month, sometimes twice a month. Minority, as well as foreign, student-athletes are always a part of the SAAC representation and leadership. This year, the president is an African American student-athlete and the Secretary is a female student-athlete. It is the SAAC members who annually select its leaders No Ongoing There are 7 scholarship funds designated for fifth-year aid, 6 are in endowment funds. The endowment funds total approximately $219,600 with up to 5% available each year. In addition, the Kelly scholarship is an annual fund of approximately $50,000 and is designated as football only.

13 (GOAL 20) Committee, and Institutional Research Issues Measurable Goals Steps to Achieve Goals Individuals/Officers Responsible for Implementation Provide better assessment of academic highrisk studentathletes for improved academic success. All level I studentathletes are closely monitored in the following manner: limited to thirteen credits per semester; enrolled in necessary preparatory classes; required enrollment in 'Study Skills for Success' and First- Year Seminar classes; and required to attend monthly meetings with their advisors. Continue to identify, advise, and monitor Level I student athletes. Associate Athletics Director, Office of Enrollment Management and Admissions, Athletics Academic Advisor, Athletics Advisory Board Institutional Research. Proposed Completion Timetable Baseline established graduation rates Measurable Goals Completed Yes or No No Actual Completion Date Ongoing Explanation of Actions/Activities Performed There is an academic success class and study hall that all students take. The students undergo review at the end of the semester and at other times during the semester, but there is no specific policy in place that specifies which students will be monitored. Also, there are no written special arrangements made for academic high risk student-athletes entering ISU. Graduation rates will increase for academic high-risk student-athletes. Monitor the graduation rates of academic highrisk student-athletes. Ongoing Yes Preformed annually. Graduations rates are currently part of the required NCAA reporting documentation materials that must be forwarded annually. Rates are posted on web site. See diversity repository. [13]

14 Issues Measurable Goals Steps to Achieve Goals Individuals/Officers Responsible for Implementation Improved communication between coaches and the Compliance Committee following a pattern established by the Athletics Advisory Board. Coaches will meet with the Compliance Committee annually. The Associate Athletics Director will act as liaison between the Compliance Committee and the coaches. Schedule an annual workshop between coaches and Compliance Committee. The agenda will be relevant and pertinent to both groups. Information from the meetings will be disseminated to both groups. Associate Athletics Director Coaches and Compliance Committee. Associate Athletics Director Coaches and Compliance Committee. Proposed Completion Timetable 2000 Ongoing Measurable Goals Completed Yes or No Yes Yes Actual Completion Date 2004 Ongoing annually. Explanation of Actions/Activities Performed On a semester basis new coaches hired in the department are required to attend a scheduled workshop on athletic compliance issues and available university resources. The Associate Athletics Director is responsible for the implementation and delivery of the compliance and University resource workshop. New staff members are expected to attend the annual compliance and resource workshop. [14]

15 Incomplete/On-going Goals from Second-Cycle Goal three was to formalize written procedures to identify minority applicants. The issue identified in the second-cycle plan was an inconsistency in identifying and contacting minority applicants when coaching and administrative staff openings were available. The steps created to achieve the goal were to write a procedure to ensure consistency and to utilize various professional organizations i.e., Black Coaches Association (BCA) to advertise positions. The sub-committee identified that the Athletics Department applied for and received membership into the BCA in 2001 but allowed its membership to expire. Since the self-study review, the Athletics Department has applied and had its application accepted for membership into the BCA and it is the intention of the current Athletics Director to maintain the institution s membership in organizations such as these. It has been further identified that ISU s Human Resource and Affirmative Action offices will work with the Athletics Department to assist in the recruitment of qualified minority applicants for available positions that might occur in the Athletics Department. A recruitment plan is offered in the third-cycle plan and addresses steps the Athletics Department expects to take. Goals five and six were to hire a minority counselor/life skills coordinator by 2003 and two minority staff members by The life/skills position was not officially created but services expected from the position were offered by the Athletics Academic Advisor. Also, in most of the report years between 2000 and 2009, the position duties were completed by a graduate assistant position. The sub-committee could not find any evidence that minority student-athletes were harmed from this decision or denied appropriate advising assistance. The services delivered from the position are now addressed in the third-cycle plan with the creation of a new university position. The creation of the position is a direct reflection of the University President s commitment to proactive and affirmative implementation actions towards achieving diversity inclusion at the institution. While the goal was not completed by the proposed target date, the department was still able to recruit and hire two qualified minority candidates (Hispanic and Asian/Pacific Islander) for the positions of Athletic Compliance Director and Head Strength and Conditioning Coach. Goal nine was to establish a systematic assessment procedure for keeping updated on minority student-athletes perceptions about campus climate. The measurable goal was to establish an assessment activity that allowed minority student-athlete to communicate concerns or issues to the Athletics Department and for the department to receive those issues and concerns and be able to appropriately address them. The sub-committee identified that there are currently three ways a minority student-athlete can express concerns, one is through a member of their respective sport team coaching staff, the second is through the Student-Athlete Advisory Committee (SAAC) and the third is through an Athletics Department staff member with oversight over the respective sport team. The sub-committee identified that there is no written plan detailing the process that a minority student-athlete must complete in order to express a [15]

16 concern. It was identified that the department relies on informal methods i.e., open door policies to drop in and visit with any coach on the team to communicate a concern. The sub-committee believes some minority student-athletes might take advantage of this open door policy but it potentially hinders an open expression of concerns because of fears of retaliation (reduction of playing time, etc) from the staff members in control. The sub-committee identified that this goal needs to be included in the third-cycle plan for diversity and the policy and procedures manual for the Athletics Department. Goal 16 had two parts, the first part was to issue one positive press release per week and the second part was to establish an Athletic Media Committee to address issues of fairness and accurate reporting concerning minority student-athletes in the press. The sub-committee found official Athletic Media Committee but identified that the Assistant Athletics Director for Media Relations performed the duties expected from the media committee. The Assistant Director stated that the guidelines followed by the Athletics Department include compliance with media s requests to interview specific student-athlete, but that it s dependent on that student-athlete to accept the invitation for the interview. When the media requests any student-athlete to interview, the Assistant Director works to present a variety of student-athletes qualified to interview. No documentation was available to review which student-athletes were interviewed for the three report years of this self-study (2007/08, 2006/07, & 2005/06). The sub-committee believes one individual cannot successfully coordinate all of the expectations associated with this goal and encourage the department to look into alternative ways to satisfy this goal. From discussions with the Athletics Director, a possible alternative is to include media reviews into the Athletics Department Senior Staff and Head Coaches Meetings. Steps to improve this goal are included in the third-cycle plan. Goals 19 and 20 were to increase the Fifth-Year Aid Endowment to one million dollars and to increase the number of minority student-athletes who stay and finish their education. While some areas of improvement have been made increasing the Athletics Department endowment, it did not reach the objective set forth in the second-cycle plan. Currently, there are 7 scholarship funds designated for the Fifth-Year Aid program and 6 of them are in endowment funds. Only 5% of the funds are available each year and that amount supports on average each year ( ) 13 seniors who qualify for the assistance program. Since 1993, over 209 seniors have benefited from the Fifth-Year Aid. All potential seniors receive a letter from the Associate Athletics Director for Student Support and Compliance identifying the Fifth-Year Aid Program and the application process involved in securing aid. The Athletics Department is working with both the institution and Bengal foundations to establish appropriate fundraising opportunities and has included this funding objective as an important part of its retention program for all of its student-athletes. The 7 th fund is a scholarship program and is designated for football players only. The sub-committee believes that having a fund dedicated to one sport is helpful in that it allows more opportunities for other sport programs considered non revenue producing, but [16]

17 would like the Athletics Department to ensure in written materials that the football program will not be utilizing the other endowment funds until all other qualified student-athlete not associated with football have been provided Fifth-Year Aid. According to the Associate Athletics Director for Student Support and Compliance, the goal of the Fifth-Year Aid program is to increase the number of student-athletes who stay and finish their degree and disburse the aid regardless of ethnicity. While the funding levels in any given year, depending on the number of student-athletes requests, potentially could amount to only a few hundred dollars, the sub-committee believes the spirit of the goal establish in the second-cycle was to adequately fund enrollment opportunities for Fifth-Year student-athletes at levels beyond a few hundred dollars. Steps to improve this goal are included in the third-cycle plan. Self-Study Item Number 3 Describe any additional plans for improvement in the area of Operating Principle 3.2 (Minority Issues) developed by the institution after the second-cycle certification decision was rendered by the Committee on Athletic Certification. In each case, provide: a. The additional plan; b. The action(s) taken by the institution; c. The date(s) of the action(s); and d. An explanation for any partial or non-completion of such plans. N/A. There has been no leadership identified by the sub-committee to develop additional plans since the second-cycle certification. Self-Study Item Number 4 Explain how the institution is organized to further its efforts related to diversity-issues operating principles for both athletics department staff and student-athletes. The Athletics Director reports directly to the President, and the Affirmative Action/EEO Officer has a dual reporting line to the President and Vice President of Finance and Administration. Both are members of the president s cabinet. The Associate Athletics Director reports to the Athletics Director and has established communication lines throughout the institution. The Affirmative Action/EEO Officer is responsible for investigating and reporting incidents of discrimination brought forward by students, faculty and staff. Additional monitoring sources which report directly to the president are the NCAA Compliance Committee and the Faculty Athletics Advisory Board. The Associate Athletics Director is also responsible for monitoring and [17]

18 reporting violations within the Athletics Department including discrimination, unequal access, or sexual harassment to the Athletics Director and the Faculty Athletic Advisory Committee. Diversity Centers- The Enrollment Planning and Academic Division which is currently named Enrollment Management hosted a Multi-Ethnic Student Success Center (MESSC) directed to the improvement of a university environment that honors diversity. The mission of MESSC was to enhance, facilitate, and initiate student support, social activities, and cultural enrichment activities for all students. The center s goal was to build bridges that would connect all students at the institution into a community reflective of mutual respect and dignity for all cultures. The Center provided assistance with admissions, academic advising, financial aid and class scheduling, and offered other resources as well. Effective May 2005, MESSC was discontinued and when appropriate, services were offered through other departments i.e., TRiO, DRC, and International Programs. In 2004, the division of Student Affairs created the Multicultural and International Education Center (MIEC) to provide services related to orientation, social and academic adjustment, and advising for minority and international students. The MIEC was a combination of Diversity Resources and the International Program and Services Office coming together under the vision of the Vice President of Student Affairs. The Center provided guidance and support services to help minority and international students to participate in learning opportunities and promotes the retention of students through campus-wide programming activities that enhance multicultural understanding. In 2006, due to re-structuring activities at the institution, International Programs and Services left the Student Affairs Division and reported to Enrollment Planning and Academic Services. The name MIEC was dropped and the office was renamed Diversity Resource Center (DRC). However, in August 2008, International Program and Services returned to the Division of Student Affairs. While housed in the DRC, it remains a separate unit from the DRC. The Director of the DRC is invited by the Associate Athletics Director to attend orientation sessions offered by the Athletics Department to discuss diversity issues with minority studentathletes. The invitation to speak to athletic staff members occurs during the spring semester and is often only with staff members new to the department. Also, the Affirmative Action Officer has been invited by various sport programs to speak with both student-athletes and coaching staff about environmental and covert discrimination activities. There is no formal written plan that described the communication process that occurs between the Athletics Department and other university areas. The communication process by which any staff member in the Athletics Department can or call a staff member in Student Affairs or Enrollment Management and receive assistance is informal. The institution has long tenured professionals who have established relationships with the Athletics Department and who participate in this informal communication process which has proven both efficient and productive in addressing problems [18]

19 or issues with minority student-athletes. Examples of the experienced professionals who have relationships with the Athletics Department include: Affirmative Action/EEO Officer (African American male) with 39 years of experience; Director of TRiO Programs (Basque/Spain male) with 37 years of experience; Associate Professor of Educational Foundations (Hispanic female) with 33 years of experience; Associate Dean of Students/Director of DRC (African American male) with 25 years of experience; Professor of Chemistry (Hispanic male) with 20 years of experience; Advisor/Counselor with TRiO Programs (African American male) with 20 years of experience; Advisor/Counselor with TRiO Programs (Hispanic female) with 19 years of experience; Coordinator of Native American Academic Services with Enrollment Management (Native American female) with 9 years of experience; Art Director and Advising Specialist with Enrollment Management (African American male) with 9 years of experience; Assistant Professor of Counseling (African American male) with 5 years of experience; Assessment/Technology Coordinator with TRiO Programs (African American male) with 5 years of experience; and Director of International Programs (Trinidad/Tobago female) with 1 year of experience. Diversity Committees- In 1992, a diversity committee was established to inform the University community about issues related to ethnic students enrolling at the University. Members of the committee included students, faculty, and staff who served a one to two year term. Students appointed to the committee, served a one year term and were appointed by the President of the Student Body. The diversity committee, sponsored educational and cultural programs through recognized student organizations. As a commitment to minority student recruitment, the office of Enrollment Management, assigned an admission counselor (1/4 time) to work specifically toward the recruitment and retention of minority students. This effort also included working with minority student-athletes and ensuring that appropriate support services were offered to these students. Since 2007, no admissions counselor has been specifically assigned to work with minority student-athletes. Through the self-study assessment process, the benefits of a professional staff [19]

20 member with responsibilities targeted toward minority students at ISU will enhance the institution s commitment to diversity. The administration at ISU will fund a position to be housed in the DRC to work with both the Athletics Department and other university ethnic related areas. Currently, there are over 200 University recognized committees, of which 5 are dedicated to the Diversity areas: Multicultural/Ethnic Committee, Affirmative Action Policy, Affirmative Action Grievance, College of Education Diversity Committee, American Indian Advisory Council (AIAC), and Minority Advisory Board (MAB). There are 11 ISU Student Organizations identified in the diversity areas: African Student Association (ASA), Associatiación Lativandote A Superate (ALMAS), Association of Indian Students, Chinese Association, Hispanic Awareness Leadership Organization (HALO), International Student Association, Muslim Student Association, NAACP College Chapter, Native American United (NAU), Nepalese Student Association, and Pakistani Student Association. Support Services- In the division of Student Affairs, there are 17 offices listed in the Undergraduate Catalog, that provide in and out of classroom services to enrolled students. Services range from ADA Disabilities Resources to University Counseling and Testing Services. The office of Provost and Vice President for Academic Affairs offers four academic services for enrolled students. The advising center s primary objective is to serve freshmen and sophomore students who are undecided about a major or who might be in need of some additional advising services. The Center for Teaching and Learning offers programs directed to towards improving writing, reading, and mathematics skills, as well as college learning strategies. Tutoring services are offered by the center to assist any enrolled student and both credit and non-credit courses are offered by the center. The University s New Student Orientation program is working to create specialized orientation sessions for new minority student-athletes. Historically, according to the Director of the Diversity Resource Center and the Associate Athletics Director for Student Support and Compliance, new student-athletes who arrive before school begins in the fall semester are obligated with athletic team responsibilities that have prevented them from participating in the university orientation program. The Coordinator of the New Student Orientation program has committed to developing and arranging orientation programs directed toward minority studentathletes at times that do not conflict with team schedules. Discussions are currently being held about dedicating the first day of each semester solely to orientation programs and other business/personal obligations that need to be completed. This will allow the minority student- [20]

21 athletes to participate in university wide activities without interruptions to their athletics schedules. Campus Climate- The University offers a range of both academic and student affairs services to help all students who enroll at the university. For example, there are pre-enrollment opportunities for academic advising, financial assistance, and university orientation. Once enrolled, there are advising, tutoring, personal and career counseling, student health and disabilities services, assistance for low income and first generation students, student employment opportunities, diversity and gender resources, and leadership education and development opportunities. While all services are available to student-athletes, not all student-athletes take advantage of such resources. All student-athlete are made aware of university based programs through the Athletic Academic Advising office but participation in these programs is still lacking. It has been mentioned by the academic advisor for student-athletes and the Associate Athletics Director for Student Support and Compliance that a major roadblock to student-athlete participation is scheduling conflicts and/or campus resources that are not appropriate to meet the studentathlete s needs. This belief is further demonstrated by minority student-athletes who enroll at ISU, a predominantly white institution, who believe campus-based resources outside the Athletics Department are not available to them. There is a limited amount of participation by minority student-athletes with cultural student organizations and most students cite inconvenient club activity and/or meeting times offered by these organizations. In the NCAA 2000 report, it was determined that minority student-athlete experienced a level of discomfort at the university and required some governing body to be available to them to express concerns or share negative experiences encountered at the university. The MAB was established to address this concern and improved participation from minority student-athletes within the campus based student organizations. Self-Study Item Number 5 Describe how matters concerning diversity issues are monitored, evaluated, and addressed on a continuing basis. Monitored: The sub-committee did not identify any written procedures for the Athletics Department associated with either monitoring or assessment of diversity activities. Without any written plans, it was difficult to review how the department monitors diversity issues. Through conversation with department personnel, the sub-committee identified that informal procedures were implemented by staff in performing monitoring duties. For example, the Athletics Academic [21]