Previous Certification Self-Study

1. List all the "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 equity and welfare issues. In each case, pro-vide: (a) the original "corrective action," "condition," or "strategy" imposed; (b) the action(s) taken by the institution and the date(s) of those action(s); and (c) an explanation for any partial or noncompletion of such required actions. [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 strategies imposed.

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. Include plans for improvement or other recommendations developed during the interim report process, if any.

In the Fall of 1995, CSULB set forth a plan for achieving gender equity through compliance with Title IX and the CAL NOW Consent Decree. This plan was used as a guideline for the Athletic Department to meet the requirements under the NCAA Certification processes as well as the CAL NOW Consent Decree, which the CSU system entered into with the National Organization for Women. CSULB has complied with the spirit and the intent of the plan--meeting the CAL NOW Consent Decree in 1998-99, and continues to strive for compliance with Title IX.

Accommodation of interests (Participation)

1. Plan. Increase female participation with the addition of Women’s Soccer and Women’s Water Polo in the 1997-98 and 1998-99 AYs, respectively.

Action. The Women’s Soccer team began competition in the Fall of 1998. Similarly, the Women’s Water Polo team competed for the first time in the Spring of 1998.

Additional Changes. Men’s and Women’s Indoor Track was added in 1995-96 AY. However, Men’s and Women’s Fencing was discontinued as a competitive sport in 1996, but received only minimal funding through athletics.

2. Plan. Increase the participation opportunities in Women’s Cross Country, Fencing, Golf, Tennis, and Track.

Action. Beginning in the 1995-96 AY, a roster management program was utilized to monitor the percentage of athletes participating in Men’s and Women’s Sports programs.

As shown below, female participation exceeded that of males in 1998-99, which met the Athletic Department’s goal to have a female participation rate at 51.5%. This rate has continued in subsequent years even though adjustments were made to meet the competitive needs of other teams.

Participation Percentages for Males and Females by Academic Year

Academic Year	Percentage of Males	Percentage of Females
95-96	60.9	39.0
96-97	55.8	44.2
97-98	53.1	46.9
98-99	43.4	56.6
99-00	43.3	56.7
00-01	43.5	56.5
01-02	43.0	57.0

In many instances, the women’s sports teams were able to meet the targeted number of participants each year. However, in some instances, student-athletes, who were expected to participate on various teams, decided not attend the University or could not participate for some reason.

Women’s Sport Team Members for Academic Years 1995-2001

Women’s Sports Team	95-96 AY	96-97 AY	97-98 AY	98-99 AY	99-00 AY	00-01 AY	01-02 AY
Basketball	15	13	14	16	15	13	14
Cross Country	8	15	13	12	15	10	11
Fencing	7	-	-	-	-	-	-
Golf	9	7	8	12	10	10	10
Indoor Track	27	31	32	44	27	30	36
Outdoor Track	27	31	32	44	44	33	44
Soccer	-	-	-	23	25	25	27
Softball	17	16	17	22	21	19	18
Tennis	11	16	9	10	11	12	8
Volleyball	14	15	16	15	17	14	16
Water Polo	-	-	19	24	36	38	40
TOTAL	135	144	160	222	221	204	224

3. Plan. Limit the number of male participants in selected sports (Baseball, Cross Country, Fencing, Golf, Track, Volleyball, and Water Polo).

Action. Beginning with the 95-96 AY, a roster management system was used to monitor participation rates for men’s and women’s teams. The limit on student-athletes on men’s sports teams coupled with the addition of two women’s sports teams has enabled the participation rates to meet the plan. Furthermore, some flexibility was given to the Track program. For this program, the head coach of both the men’s and women’s squads can roster additional student-athletes with the provision that the team’s roster carry six or more female student-athletes than the total number of male student-athletes.

Men’s Sport Team Members for Academic Years 1995-2001

Men’s Sports Team	95-96 AY	96-97 AY	97-98 AY	98-99 AY	99-00 AY	00-01 AY	01-02 AY
Baseball	34	38	34	34	33	35	34
Basketball	16	16	16	15	15	15	15
Cross Country	8	14	12	13	13	9	11
Fencing	15	-	-	-	-	-	-
Golf	14	10	10	9	8	8	9
Indoor Track	34	22	25	23	17	14	17
Outdoor Track	39 36 37 38 40 27 37	31	32	44	44	33	44
Volleyball	22 21 19 16 17 19 18	15	16	15	17	14	16
Water Polo	29 25 28 22 26 30 29	-	19	24	36	38	40
TOTAL	211 182 181 170 169 157 169	144	160	222	221	204	224

Increase Women’s Sports Expenditure Budget

4. Plan. Increase the expenditure in Women’s Basketball, Women’s Golf, Women’s Tennis, Women’s Volleyball and Women’s Track.

Action. The budgeted expenditure increases to meet the plan are provided below. When the Teams expended more money than the planned increase, and booster clubs supplemented the budgets through fundraising efforts.

Budgeted Increases in Women’s Sport Team by Academic Year

Women’s Sports Team	96-97 AY	98-99 AY	00-01 AY
Golf	$2,900	$1,000	$14,000
Softball		$4,000	$14,000
Tennis	$3,000	$3,400	$10,600
Track		$3,910	$47,500
Volleyball	$1,200	$9,600	$25,000
Basketball		($8,000)1	$25,000

In addition to the budget increases noted above, $24,000 was allocated annually to support the Women’s Sports Program. As such, the Senior Associate Athletic Director/SWA evaluates the financial issues that arise each year and allocate funds to different sport teams on an individual-team basis. Some recurring costs have been allocated to specific teams on an annual basis.

Beginning in 1996, operational expenses have significantly increased in the Women’s Sports Program. While these changes do not match the exact allocation stated in the plan, the total amount of the expenditures allocated to the women’s teams exceeds the plan. The distribution of funds deviated from the plan as a result of a larger budget needed to support some teams.

5. Plan. Provide funding for Women’s Soccer and Women’s Water Polo.

Action. Women’s Soccer started in the 98-99 AY with an initial budget of $27,000. In the 2000-2001 AY, the budget was increased by $32,500. Similarly, Women’s Water Polo started in the 1997-1998 AY with an initial budget of $21,000. This budget increased to $22,500 in the 1999-2000 AY, and by $38,500 in the 2000-2001 AY.

6. Plan. Hire a full-time head coaches for Women’s Soccer and Women’s Golf, an Assistant Coach for Women’s Water Polo, and a restricted earnings Assistant Coach for Softball.

Action. The Women’s Soccer Head Coach position was funded in Spring of 1998 at $40,095. In the 1998-99 AY, $7,500 was allocated for a part-time Assistant Coach for Women’s Soccer. In the 2000-2001 AY, a new Head Coach was hired at $57,285, and the allocation for the Assistant Coach position was increased by $17,500, with $5,000 coming from the sports budget. In the 2002-03 AY, the Assistant Coach position became a full-time position with a salary.

In 98-99 AY, the Women’s Golf Head Coach became a full-time coaching position. Accordingly, the salary for this position increased by $27,102.

In the 1996-97 AY, $12,000 was allocated to support a restricted-earnings Assistant Coach in Softball. However, the salary amount was reduced 50 percent in the 1998-1999 AY to fund a part-time assistant in Women’s Soccer.

A Women’s Water Polo Head Coach was hired in the 1997-1998 AY with a salary of $39,003. In the 1999-2000 AY, the Women’s and Men’s Water Polo programs were combined with oversight from one Head Coach, funded at $53,710, and an Assistant Coach, funded at $28,162. During the 2001-2002 AY, the Assistant Coach was given a raise of $6,000 as a result of funds raised by the sport. In 2002-2003, the Assistant Coach received a salary increase to $36,420, which was paid for by the Athletic Department.
In 2002-2003, additional funds were committed to two Assistant Coaches for Men’s and Women’s Track, and Men’s and Women’s Basketball Assistant Coaches. This funding increased the salaries for these positions from $25,000 to $36,420.

In addition to the team-specific coaching changes, a Strength and Conditioning Coach was hired in the 1997-1998 AY at $15,000. This salary increased the following year to $25,000, and again in the 2000-2001 AY to $28,100 with benefits. In 2002-2003, a new Strength and Conditioning Coach was hired at $32,640 with benefits.

Stabilize Grants-in-Aid

7. Plan. Add one scholarship to the women’s sport teams in golf, tennis, water polo, and track, and two new scholarships to the Women’s Soccer team. To maintain equity with the Men’s program, two scholarships will be added to the Men’s Track and Field team and one scholarship will be added to the Walter Polo team.

Action. In order to meet the plan, the some changes in the number and funding of scholarships for Men’s and Women’s Team resulted. Allocations are provided in the tables below.

Percentage of Male and Female Student-Athlete Scholarships by Academic Year

Academic Year	Male Student-Athletes	Female Student-Athletes
95-96	47.43%	52.56%
96-97	44.80	55.20
97-98	48.92	51.08
98-99	41.90	58.10
99-00	41.50	58.50
00-01	41.80	58.20
01-02	36.50	63.50

Men’s Sports Team Scholarships by Dollar Amount per Academic Year

Men’s Team	95-96 AY	96-97 AY	97-98 AY	98-99 AY	99-00 AY	00-01 AY
Baseball	$78,810	$82,496	$93,237	$96,336	$83,032	$86,638
Basketball	111,644	104,158	154,533	115,874	136,673	134,859
Fencing	2,300	-	-	-	-	-
Golf	31,354	31,895	34,406	31,444	32,023	32,922
Track	33,940	35,096	36,208	25,367	30,512	49,656
Volleyball	31,430	40,227	41,904	37,156	36,963	47,615
Water Polo	10,180	12,130	11,384	12,472	8,488	21,684

 

Women’s Sports Team Scholarships by Dollar Amount per Academic Year

Women’s Team	95-96 AY	96-97 AY	97-98 AY	98-99 AY	99-00 AY	00-01 AY
Basketball	$91,154	$94,245	$74,622	$128,172	$134,615	$94,069
Fencing	0	-	-	-	-	-
Golf	16,378	22,162	22,872	30,974	28,980	35,818
Track	25,295	28,520	36,962	26,109	27,412	47,916
Soccer	DNC	DNC	DNC	13,976	22,256	47,192
Softball	70,742	85,353	83,255	88,107	83,446	81,852
Tennis	22,694	35,285	33,553	28,142	36,553	61,312
Volleyball	105,769	111,882	117,107	106,297	116,398	125,190
Water Polo	-	-	7,459	19,544	11,809	26,069

Specific changes to the scholarships in women’s sports teams as follows:

Women’s Water Polo
1997-1998 AY: One scholarship allocated
2000-2001 AY: Funded to NCAA maximum per Beach Pride Referendum

Women’s Soccer
1998-1999 AY: Two scholarships allocated
1999-2000 AY: Two scholarships added.
2000-2001 AY: Funded to NCAA maximum per Beach Pride Referendum

Women’s Golf
1998-1999 AY: One and a half scholarships added
2000-2001 AY: Funded to NCAA maximum per Beach Pride Referendum

Women’s Track
1998-1999 AY: One and a half scholarships added
2000-2001 AY: Funded to NCAA maximum per Beach Pride Referendum

Women’s Tennis
1998-1999 AY: One scholarship added
2000-2001 AY: Funded to NCAA maximum per Beach Pride Referendum

Women’s Softball
Funded an additional scholarship to the NCAA maximum of 12

With the passage of the Beach Pride Referendum, Men’s Track and Men’s Water Polo scholarships were increased to the NCAA maximum. The Beach Pride Referendum significantly increased the scholarship funding for some sports. The coaching staff was given authority to allocate these funds. As a result, some coaches phased in scholarships to help with recruitment. Others chose to disseminate their funds to current athletes and/or athletes they were recruited for the next AY.

Increase Administrative Support

8. Plan. Increase the administrative support services in order to provide assistance to student-athletes and sports teams in such areas as the training room, compliance, business office, academic support, and sports information.

Action. In the 1998-1999 AY, budgets were increased for Sports Information, Event Management, Marketing and Promotions, Training Room, Strength and Conditioning, Academics, and the Ticket Office. Furthermore, the Business Office staff was increased, the insurance premium was moved to the administrative budget (from the training room budget), all postage and telephone charges were paid by the athletic administrative budget, and a part-time staff position was added to the Compliance personnel. In the 1999-2000 AY, Sports Information received a budget increase of $3,050, and the Ticket Office budget increased by $8,000. In the 2000-2001 AY, Beach Pride funds supplemented the Training Room ($25,000) and strength and conditioning ($30,000) budgets.

3. 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. Include plans for improvement or other recommendations developed during the interim report process, if any.

Several years ago, the citizens of the State of California passed a ballot measure, Proposition 209, which states: "The State shall not discriminate against, or grant preferential treatment to, any individual or group on the basis of race, sex, color, ethnicity or national origin in the operation of public employment, public education, or public contracting." As a result, the University was prohibited from undertaking may of the pro-active measures designed to specifically target minority populations. In this new environment, the University has begun developing a new approach to these issues that focuses on socio-economic status, rather than race and gender, and enhances outreach to provide information about programs, opportunities, and the University’s policies and procedures designed to ensure non-discrimination.

CSULB has a very diverse student population that reflects the demographic diversity of our surrounding communities. Based on student-athlete certification questionnaires, more than 92% of respondents felt that student-athletes of varying ethnic backgrounds were treated equally at CSULB. This is indicative of a campus environment that maintains a strong sense of commitment and support for diversity among our students, faculty and staff.

CSULB’s Affirmative Action Policy

California State University, Long Beach is committed to the principles of equal opportunity in education and employment, to affirmative action to ensure equal opportunity, and to the protection of civil rights. It is the policy of CSULB to provide programs, services and benefits, including employment, without regard to race, religion, color, ancestry, ethnicity, gender, marital status, pregnancy, national origin, age, mental or physical disability, sexual orientation, special disabled veteran’s status, or other veteran status. This policy shall apply to all employment action, including but not limited to recruitment, hiring, education, upgrading, promotions, transfer, demotion, layoff, termination, rate of pay, or other forms of compensation, and selection for training, including apprenticeship. Further, the Athletic Department abides by this policy in all aspects of its operations. It is the responsibility of each employee to ensure that the work and learning environment are free of discrimination and harassment.

Institutional Plans and Actions

1. Plan: Strengthen the Department of Sports, Athletics and Recreation commitment to minority opportunities and affirmative action by annually reviewing with the Committee on Athletics University and departmental participation and employment data.

Action: The Senior Associate Athletic Director collects data on the ethnic distribution of the student-athletes and on those student-athletes receiving scholarships. These data are then compared with the general student population and discussed with the Office of Staff Personnel and the Office of Equity and Diversity. Through this collaborative process, the Athletic Department develops a departmental affirmative action plan that is included in the University Affirmative Action Plan.

2. Plan: Enhance the visibility of this issue by sharing with the Committee on Athletics an annual report on the progress being made in the area of minority opportunities.

Action: The Senior Associate Athletic Director/SWA provides a summary of the activities that involve minority opportunities, progress made in this area, and issues and/or concerns to the Committee on Athletics.

3. Plan: Review and report on the graduation rates and over-all academic performance of minority student-athletes on an annual basis. Also, recommend policies and services to improve both areas of performance.

Action: Each year, the Director of Athletics shares the Graduation Report with the Committee on Athletics as part of the process involved in graduation rate monitoring. Also, comparative analyses of graduation rates for minority student-athletes, student-athletes, and the student population at-large are completed. Consistent with the University’s priority to improve retention and graduation rates for the entire campus, the Athletics Department has achieved a very favorable graduation rate for student-athletes relative to the general population.

A Faculty/Student-Athlete Pilot Mentoring Program was developed to assist the retention and graduation of CSULB student-athletes. This program matches faculty mentors with "first generation" student-athletes in their second year at the University. As one goal of this program, student-athletes are introduced to faculty members for mentoring, leadership, developmental advising, and as a resource for academic support.

Currently, 23 student-athletes chose to participate in the Pilot Mentoring Program. The Center for Student-Athlete Services (CSAS) goal for the next AY is to provide all student-athletes with these academic, personal, and career development opportunities.

4. Plan: Establish career-counseling workshops/seminars through the Center for Career Counseling and professional speakers for minority student-athletes interested in careers in athletics.

Action: The CSAS, along with the Center for Career Counseling, offers an Annual Spring Career Workshop. The purpose of the workshop is to assist and motivate the student-athletes to complete their degree, provide advice about the opportunities available to them after they graduate, and introduce them to role models and career options. Each year, special effort is made to include an ethnically diverse group of successful former student-athletes from corporate executives to former student-athletes in a variety of professional positions. The participants explain how they obtained their professional positions and share their knowledge and experience with regard to corporate business. Topics such as graduate school, teaching credentials, working in athletics, coaching, and any other career topics are discussed. Additionally, representatives from different corporations utilize the workshop to provide information about their companies and to recruit interested senior student-athletes.

The CSAS provides additional career counseling services. In-depth career counseling begins in the fifth semester of a student-athlete’s matriculation, and mandatory advising sessions are established to provide each student-athlete with career counseling. Professional internships, graduate school, teaching credentials, and resume development are examples of the types of topics covered in these advising sessions. The CSAS staff informs prospective student-athletes that "we don’t want you to just complete your baccalaureate degree, but have specific plans to make the next step when you leave the University." Typically, the upper division student-athlete is referred to a Professional Career Counselor for job search techniques, internships, and other necessary assistance to ensure the student-athlete knows "where he/she is going" and "how to get there." The CSAS services and workshops are provided to all student-athletes without regard to race, religion, color, ancestry, ethnicity, gender, marital status, pregnancy, national origin, age, mental or physical disability, sexual orientation, or military status.

5. Plan: Establish specific internship and/or scholarship programs for minority student-athletes interested in careers in athletics.

Action: Due to Proposition 209, we are not able to offer internships exclusively for minorities or women athletes. However, internships are made available to students through the sports management option in the KPE graduate program. Since the inception of this program, several student-athletes have enrolled in the program.

6. Plan: Utilize the Degree Completion Program as a vehicle for providing minority student- athletes with work experience in the field of athletic administration.

Action: Each student-athlete who meets the criteria for the degree completion is awarded a fifth-year tuition and fee scholarship. As part of the scholarship, students are required to work in the Athletic Department. The Associate Athletic Director for Compliance and Student Services meets with the eligible student-athletes and attempts to place them in an area within the Athletic Department that provides valuable work experience. Many student-athletes from diverse ethnic backgrounds have utilized this program over the past five years to complete their undergraduate degree program.

7. Plan: Take affirmative steps to ensure that athletic participation opportunities for minorities are enhanced and gender equity goals are met.

Action: As a result of the restriction placed by Proposition 209, the Athletic Department is compiling and analyzing data to more adequately monitor participation, determine trends in minority opportunities, and monitor progress.

In order to make participation on our athletic teams more appealing, the department has increased outreach programs and publicity to targeted audiences. Some examples of CSULB’s annual outreach efforts include the following:

• The Men’s and Women’s Basketball teams visit about twelve elementary schools in local areas to meet minority students, read books, and speak about the importance of education.
• The Men’s and Women’s golf teams visit an elementary school in the Compton area to speak with the students about pursuing academic and athletic goals.
• Student-athletes from different teams participate in the City of Cerritos "Red Ribbon Week," where they speak to minority youngsters about the life skills needed as a collegiate student-athlete.
• Several teams visit Miller Children’s Hospital and Long Beach Boy’s Youth Home to encourage and provide hope to local minority youths during difficult times in their lives.
  

CSULB coaches and student-athletes are also involved in a number of other outreach programs designed to provide mentoring to local minority youths. CSULB was an active participant in Long Beach’s "Cities in Schools" program. Over the four years of the program, which was terminated in 2000, seven student-athletes made monthly visits to mentor the middle school and high school students in the program.

In summary, CSULB coaches and student-athletes have made significant efforts to interact with and mentor local minority youth.

8. Plan: Solicit support from external sources to fund scholarships and internships that improve minority opportunities.

Action: With the passage of Proposition 209, CSULB can no longer target a specific student-athlete population for scholarships and internships. Information for postgraduate scholarships is made available to student-athletes, and includes all scholarships available through the NCAA.

9. Plan: Expand SAR’s "Beach Buddies" youth outreach program to include a special minority-mentoring program.

Action: Since its inception in 1994, "Beach Buddies" has engaged student-athletes and coaches to teach the value of volunteerism and contributing to others in the local community, and provided SAR with a venue to expand its community outreach program to minority youths. One significant activity in this program involves the mentoring of local minority youth during the NCAA’s "National Student-Athlete Day." This program, which began in 1997 under the direction of the NCAA, brings top student-athletes from middle schools in Long Beach to campus in order to visit with student-athletes and coaches, tour the academic and athletic facilities, attend lectures, and observe varsity sport practices. As part of the program, participants are provided with a consistent message about the importance of time management, organization of priorities, and the dangers of alcohol and drug abuse. Further, the program provides a comprehensive "day-in-the-life" of a typical major college student-athlete to provide both information and inspiration to the participants. In each of the six years the program, approximately 60-70% of the participants have been minority youth.

4. 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 in the student-athlete welfare area. Also, describe any additional plans for improvement/recommendations developed by the institution since the first-cycle certification decision was rendered by the Committee on Athletics Certification. Specifically include: (a) the original plan; (b) the action(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.

A. Strength and Conditioning Coach.

Original Recommendation 1: Employ a Strength and Conditioning Coach – It is the intention of SAR to employ a strength and conditioning coach by the start of the 1996-97 academic year. They are currently making plans for improvements in the strength and conditioning areas that that include the current weight area, the Fitness Center, and a potential athletic weight room in The Pyramid. Those plans will be more fully developed and ready for implementation by the start of the 1996-97 academic year.

Corrective Action/Current Status: Completed. Since the previous certification report, a Strength and Conditioning Coach has been employed by the University. In addition, the Department has been able to upgrade this position on two separate instances in order to help attract more qualified candidates.

B. Nutritional Counseling

Recommendation 1. Improve Nutritional Counseling – SAR recognizes that to date they have not addressed this topic at all, and that they need to do so. The Director of Compliance and Student Services will be responsible for working with the training staff, the team physician, the Health Center and various academic departments around campus to help put together a relevant and informative seminar and package of information. Their goal is to have this in place in the summer of 1996.

Current Status: Ongoing. Nutritional education is presented in a variety of ways to the student-athletes by the athletic training staff and occurs as a result of one or more of the following:

(a) when a coach makes a request for one of the athletic trainers to make a presentation to an entire team about in-season and/or out-of season optimal nutrition; in these instances, personnel from the training staff will then discuss basic nutritional principles, food choices, hydration suggestions, and supplements (i.e., vitamins, minerals, protein powders, etc.) as well as other related topics of interest. This presentation is based on principles the coach requests as well as topics the athletic trainer believes will be useful to the student-athletes to promote optimal performance. This takes approximately one half-hour to one hour depending on the topics covered and questions asked by the athletes;

(b) when a certified athletic trainer believes that a team can improve performance or prevent injury with some basic nutrition and hydration information;

(c) when a certified athletic trainer or coach believes that a student-athlete needs individual nutritional "counseling;" for these specific situations, an appointment is set up to discuss the student-athlete’s eating patterns and choices, nutritional goals, and how to develop a nutritional diet appropriate for the individual;

(d) when a student-athlete has concerns or questions on diet, nutrition, hydration, supplements or weight loss/gain and brings them to a certified athletic trainer; and,

(e) when a certified athletic trainer or coach has concerns about a particular student-athlete regarding a possible eating disorder. In this case, a certified athletic trainer and head coach would meet first to discuss how best to approach the student-athlete. In addition, the team physician may also be consulted to determine the best approach for helping the student-athlete. The course of action to be taken is then determined after speaking with the student-athlete (e.g., medical physician referral, nutritional counseling at the health center or off-campus, etc.).

Other areas where student-athletes may receive nutritional information and counseling are provided in the following programs and services:

(a) the Champs Life Skills Program,
(b) "HEADS UP,"
(c) the Health Center, and
(d) on-campus Counseling and Psychological Services for referral of specific eating disorders.

C. Centralized Sports Medicine Service.

Original Recommendation 1. Provide a Centralized Sports Medicine Service: SAR has dedicated space in The Pyramid for a possible sports medicine and physical therapy service. They are working with the University, the Health Center and various academic departments to try and build a relationship with a medical and physical therapy entity that would come into this space in The Pyramid and provide the centralized sports medicine service that they need. Their goal is to have that in place by September of 1996.

Corrective Action/Current Status: Ongoing. The construction of a training-room facility in The Pyramid has been completed and is used by teams during practice or during pre-game activities. Due to space limitations, as well as issues related to a non-university entity, the physical therapy service was not accomplished. However, since the 1996 self-study report, the University has hired a team physician, officially titled Director of Sports Medicine, and an additional Graduate Assistant for the training room. Also, the Head Athletic Trainer performs physical therapy when deemed appropriate.

D. Sports Psychologist.

Original Recommendation 1. Employ a Sports Psychologist for Individual and Team Sports: SAR has entered into an arrangement with the Department of Physical Education to utilize graduate students in the area of sports psychology to work with the various teams and student-athletes. Dr. Sharon Guthrie from the Department of Physical Education is coordinating the placement of these graduate students, and the goal is to have this program in place sometime during the 1995-96 academic year.

Corrective Action/Current Status: Ongoing. A sport psychology program was implemented after the 1996 self-study report and remains available to teams seeking this service. However, very few teams utilize this program, and many teams instead contract a professional sports psychologist. In addition to these services, student-athletes have access to Counseling and Psychological Services, and can be used by coaches for referrals. Due to fiscal constraints, the University is unable to employ a full-time staff Sports Psychologist.

E. Per Diem and travel policy for targeted and non-targeted sports.

Original Recommendation 1. Establish a Minimum Requirement Policy for Targeted and Non-Targeted Sports: As part of the budget planning for FY 1995-96, SAR is dictating to the coaches minimums on per diem and travel arrangements. They will be working with the gender equity committee over the next year to ensure that uniform and equipment expenditures are equitable. Inevitably, the goal will be to achieve equity within the status of targeted vs. non-targeted sports. There will undoubtedly be some disparities between those categories.

Corrective Action/Current Status: Completed. The Athletic Department adopted a per diem and travel policy; however, this policy was modified as a result of the Beach Pride Referendum in Spring 2000, wherein the University eliminated targeted and non-targeted sports.

F. Student-athlete exit survey process.

Original Recommendation 1. Formalize Exit Interview Analysis: With the hiring of a Director of Compliance and Student Services in the summer of 1994, SAR now has an individual whose time is dedicated to compliance and student-athlete issues. The Director of SAR has asked the Director of Compliance and Student Services (C&SS) to review our past exit surveys and to implement the exit survey process for this year as well. The Director of C&SS will work with the experts in the University’s Testing and Evaluation Services area to properly assess and quantify these surveys.

Corrective Action/Current Status: Completed and ongoing. In conjunction with the Office of Testing and Evaluation Services and SAR, exit interviews are conducted with all student-athletes who have completed eligibility. Senior members of the athletics staff review these reports, which are kept on file in the Compliance Office, on an annual basis.

5. 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 equity and welfare 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.
No interim reports or actions required.

Operating Principle

4.1 Gender Issues. Consistent with NCAA Constitution 2.3, it is the responsibility of each institution to implement the Association’s principle of gender equity. In accordance with this fundamental principle, the institution shall:
a. Have implemented its approved gender-equity plan from the previous self-study. If modified or not carried out fully, the institution shall provide an explanation from appropriate institutional authorities.
b. Demonstrate that it is committed to, and has progressed toward, fair and equitable treatment of both male and female student-athletes and athletics department personnel.
c. Formally adopt 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. The plan shall include measurable goals the institution intends to achieve, steps the institution will take to achieve those goals, persons responsible and timetables.

As part of the self-evaluation process, various informational sources were reviewed and analyzed. This included extant data from University databases (e.g., demographic data) policy and procedures documents (e.g., Regulations for Campus Activities, Student Organizations and the University Community); interviews with athletes, coaches, and various athletic personnel (e.g., trainer and academic advisors); written surveys completed by coaches and athletes; and, discussions with University personnel.

Self-Study Items

1. Explain how the institution is organized to further its efforts related to the gender issues operating principle above for both staff and students and provide evidence that matters concerning gender equity are monitored, evaluated and addressed on a continuing basis.

Long Beach State University (CSULB) Athletics operates under the statutory requirements of Title IX, and is dedicated to meeting both the letter and the spirit of the law. In addition to Title IX requirements, the Athletic Department operates within the University’s policies and guidelines regarding equity, non-discrimination, and equal opportunity. It is the responsibility of the entire Senior Administrative staff of the Athletics Department to ensure that all policies and procedures are equitable with regard to their implementation and ramifications. While the ultimate responsibility for gender equity rests with the Athletic Director, it is the responsibility of the Senior Associate Athletic Director/Senior Women’s Administrator to monitor issues related to gender equity and to advise the Athletic Director of any concerns and recommended actions. This delegation serves as an appropriate system of "checks and balances" within the Department and promotes a consistent approach to considering issues that may affect gender equity.

In 1993, the California National Organization of Women filed suit against the entire California State University system, of which CSULB is a member. A consent decree was agreed to by the parties with required that each institution meet certain measurable goals in three categories: (a) participation (with an allowable 5% variance); (b) scholarship funds (with an allowable 5% variance); and (c) operating budgets (with an allowable 10% variance). The settlement provided a 5-year timeframe for meeting these goals. With the hard work of coaches, staff and administrators, CSULB was in complete compliance with the terms of the settlement within the required timeframe (1998-1999). The system-wide committee established to monitor the progress of the settlement has determined that the CSU system will continue to voluntarily monitor each institution even after the expiration of the consent decree. This requires a report to be filed each year with the CSU Monitoring Committee to document the continued compliance in each of the above-mentioned areas. The Senior Associate Athletic Director/SWA is responsible for generating this report and reviewing it with the Athletic Director each year prior to its submission.

The CSULB Committee on Athletics is appointed by the Academic Senate and is comprised of members of the faculty, students, community, alumni and other campus constituencies. The committee’s charge is to provide broad oversight of the Athletic Department. Each year the Senior Associate Athletic Director/SWA provides to the Committee a status report on gender equity (based on CAL NOW report and/or EADA report), and responds to any questions or requests for additional information.

In addition to the periodic review of gender equity progress and status, there are several significant activities that provide the Department with further opportunities for evaluating gender equity issues. At the end of each year, the Sr. Associate Athletic Director/SWA reports on the status of gender equity to comply with the Equity in Athletic Disclosure Act, and discusses any issues noted as a result of this process with the Senior Administrative Staff and Athletic Director. Also, the Associate Athletic Director for Compliance, Sr. Associate Athletic Director/SWA and Athletic Director work together each year to review squad lists and to monitor and evaluate participation rates. The Department’s exit interview process for student-athletes provides another opportunity to identify concerns about gender equity. With these efforts in place, CSULB has made significant strides toward meeting equity requirements of Title IX, and continues to place a high priority on equity issues by proactively monitoring and responding to these issues.

In addition to its internal procedures, the Athletic Department also operates in the context of the University’s policies regarding equal opportunity and non-discrimination. All student-athletes and Athletic Department staff have access to the University’s policy on non-discrimination, including sexual harassment and complaint procedures. This policy provides a comprehensive procedure for the informal and formal investigation and resolution of issues regarding gender equity and non-discrimination. A copy of the University’s policy is attached (see Appendix CE.1). The University recently established the position of University Ombuds, who serve as another resource for employees and students to resolve such issues in an informal and/or confidential manner.

Gender equity has been promoted by the governing structure of the Big West Conference. Administrators from institutions within the Conference, including Faculty Athletic Representatives, Athletic Directors, Senior Women’s Administrators, and Institution CEO’s, meet to identify, discuss, and resolve gender equity and other issues. In addition, the Big West Conference also has its own gender equity statement that helps guide policies and procedures adopted at the conference level, thereby making it less cumbersome when the policy or procedure is implemented on the campus.

2. For the three most recent academic years for which the information is available, attach a copy of the institution’s completed Equity in Athletics Disclosure Act survey form and worksheets. Analyze, explain and address discrepancies in the data between male and female student-athletes. Comment on any trends or significant changes.

A copy of the University’s Equity in Athletics Disclosure Act (EADA) survey form and worksheets are attached (see Appendix CE.2). The chart below summarized the three-year data from the EADA survey form.

Participation. The participation rate of female student-athletes has been essentially 56 percent over the last three years.

	University Student Body			Student-Athletes
	98-99	99-00	00-01	98-99	99-00	00-01
Male	41.40%	40.60%	40.00%	43.40%	43.30%	43.50%
Female	58.60%	59.40%	60.00%	56.60%	56.70%	56.50%

Scholarships. As noted in the last three EADA reports, and shown below, the distribution of scholarship awards has been within the allowable one percent variance for student-athlete participation.

	Scholarship Equivalent			Student-Athletes Participation Rates
	98-99	99-00	00-01	98-99	99-00	00-01
Male	42.03%	41.60%	43.05%	56.60%	43.30%	43.50%
Female	57.97%	58.40%	56.95%	56.60%	56.70%	56.50%

 

	Scholarship Awards			Student-Athletes Participation Rates
	98-99	99-00	00-01	98-99	99-00	00-01
Male	41.90%	41.60%	41.80%	43.40%	43.30%	43.50%
Female	58.10%	58.50%	58.20%	56.60%	56.70%	56.50%

The CAL NOW Consent Decree implementation, Beach Pride Referendum funding, and diligent monitoring of gender equity issues have resulted in significant improvements gender equity within the Department. In addition to the periodic review of participation rates, overall operating expenses, and scholarships, the Department monitors recruiting expenditures, marketing and promotions, staffing levels, and salary equity for all coaches. The Department has attempted to achieve gender equity by increasing opportunities for women, rather than reducing the opportunities for men. This philosophy has been realized through the addition of women’s sports to the Athletics Program along with an increased financial commitment to women’s sports, and continues to be priority to the Department.

3. Using the program area checklist for gender issues, provided as Attachment No. 2, please: (a) describe how the institution has ensured a complete study of each of these areas, (b) provide data demonstrating the institution’s status/commitment, including resource allocation, across each of the areas, and (c) explain how the institution’s future plan for gender issues addresses each of the areas. [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.]

Results from surveys completed by both student-athletes and coaches confirm the Athletic Department’s commitment to gender equity. When asked about gender issues during the interviews, one student-athlete stated that he/she believed the Athletic Department is committed to gender equity, and none of the interviewees indicated that there was a problem with gender equity.

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

CSULB is committed to providing scholarships up to the NCAA maximum for all sports teams. In 2000-01, the student body approved a fee increase, called the Beach Pride Referendum, which was specifically designated to support the Athletic Department. With the passage of this referendum, every sport offered at CSULB receives a full complement of NCAA scholarships. Each head coach was given the discretion to disperse these scholarship funds (based on team needs, cost of out-of-state scholarships, etc.). With the current number of scholarships at the NCAA maximum, 64 percent of the scholarship budget is allocated to women sports teams. In addition, the Athletic Department supports two additional out-of-state scholarships for Women’s Basketball, Men’s Basketball, Women’s Volleyball, and one out-of-state scholarship for Baseball. Additional scholarship expenses incurred beyond these allocations are supported through the booster club or team fundraising activities.

As defined in a recent legal decision, student-athlete participation and scholarships should not differ by more than one percent. As shown below, the Athletic Department has kept scholarships essentially equal for male and female student-athletes. Over the last six years, women student-athletes have received 51-58 percent of the scholarship funds, with a slightly larger percentage of scholarship funding awarded to the female student-athletes relative to the males.

Scholarship numbers per EADA report:

	Scholarship Equivalent			Student-Athletes Participation Rates
	98-99	99-00	00-01	98-99	99-00	00-01
Male	42.03%	41.60%	43.05%	56.60%	43.30%	43.50%
Female	57.97%	58.40%	56.95%	56.60%	56.70%	56.50%

 

	Scholarship Funds			Student-Athletes Participation Rates
	98-99	99-00	00-01	98-99	99-00	00-01
Male	41.90%	41.50%	41.80%	43.40%	43.30%	43.50%
Female	58.10%	58.50%	58.20%	56.60%	56.70%	56.50%

Additionally, the Athletic Department offers fifth year scholarships for those students who have exhausted their eligibility but can graduate within one year. Each student-athlete who wishes to participate in this program must submit an application to be considered for the scholarship. The Enrollment Services Evaluator determines the number of course units that must be completed to graduate and whether the applicant has filed for a graduation date. Then, a committee reviews all relevant documents to determine the award recipients, which are given without consideration of the sport played, race, or gender. In 2000, the Varsity Club was formed to raise money specifically for the fifth year scholarships program. As a result, all eligible applicants have been awarded this scholarship. As part of the award, this program requires that the student-athlete work in the Athletic Department for 150 hours in each semester that they receive the award. An effort is made to provide students with practical experience that will be beneficial after graduation. To date, 57 postgraduate scholarships have been awarded to 19 males and 38 female student-athletes.

2. Accommodation of Interests and Abilities (Participation) - Participation proportionate to enrollment; or history and continuing practice of program expansion for underrepresented sex; or fully and effectively accommodate underrepresented sex; equivalent levels of competition.

CSULB is committed to ensuring equitable participation opportunities for male and female student-athletes. Each year the Athletic Director consults with the Senior Associate Athletic Director/SWA and Associate Athletic Director for Compliance and Student Services to monitor the participation opportunities. To increase the rate of female participation, the Athletic Department has set minimum squad size limits on some women’s teams and maximum squad size limits on some men’s teams. Also, the Athletic Department has added two sports, Women’s Water Polo and Women’s Soccer, to increase female participation rates over a six-year period by 21 percent, from 39 to 57 percent. This approach has been effective in improving female participation rates, while minimizing a negative impact on male participation. The Department’s implementation of this strategy is not rigid, but, rather, allows for flexibility to accommodate the needs of a particular sport. For example, a coach can request an adjustment to the squad size due to extenuating circumstances. An adjustment to the squad size can be approved on an exception basis, and with consideration of the effect on the over-all participation rates and specific needs of the team. Such instances are carefully evaluated annually to ensure equitable practices and participation rates.

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

The goal of the Athletic Department is to provide each student-athlete with the essential equipment for their sport. It is the responsibility of the coach and sport supervisor to ensure that the required equipment is supplied to that sport. Both male and female teams have equal access to the equipment room storage and the equipment manager.

All sports purchase new uniforms at a minimum of once every two years, with the exception of Track. Due to the high numbers of participants, both the Men’s and Women’s Track teams purchase uniforms for each athlete only at the time they enter the program.

4. Scheduling - Number of games; number, length and time of day of practice; time of day of games; preseason and postseason opportunities.

Each team has access to practice and competitive facilities appropriate for their sport. All practice times are scheduled through the scheduling office. An administrator for each sport is responsible for ensuring the needs of each team are met. When facilities must be shared, practice times are divided in an equitable manner. Each year the allocations of practice times are reviewed for possible changes in order to better meet the needs of the teams and student-athletes.

Below is an example of practice times for sports using The Pyramid:

Example of The Pyramid Practice Schedule:

Women’s Volleyball	M-F	2:00-5:00 p.m.	(August – October 31)
Men’s Basketball	M-W-F	2:00-5:00 p.m.	(November 1 – end of season)
	T-Th	5:00-8:00 p.m.
	S-Su2
Women’s Basketball	M-W-F	5:00-8:00 p.m.	(November 1 – end of season)
	T-Th	2:00-5:00 p.m.
	S-Su
Men’s Volleyball	M-F	2:00-5:00 p.m.	(After the basketball season)

The coaches schedule competitive matches and games and are encouraged to compete against teams that will allow them to be competitive on a national level. All competitive contests are scheduled in appropriate facilities and at times that are determined to best promote the sport. When conflicts arise, each situation is reviewed and generally resolved with consensus among all involved parties. It is the responsibility of the Sport Supervisors to ensure that the decisions are made in an equitable and responsible manner. If the Sport Supervisors cannot come to a mutual agreement or resolution, then the Athletic Director reaches a final decision.

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

The Athletic Department has established travel guidelines that address the mode of travel, per diem allowances, and length of stay for off-campus competition events. Each coach can determine how their team travels based on the nature of the sport and the coach’s philosophy. However, all coaches must meet the minimum requirements contained in the Departments travel guidelines. It is the responsibility of the Sports Supervisor to review each team’s travel plan, and the Senior Administrative staff to review these policies and practices on an annual basis.

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

The Center for Student-Athlete Services provides assistance for student-athletes through the Learning Assistance Center, which provides all students with tutoring, study groups, and other learning resources. In addition to the services provided by the Learning Assistance Center, some teams--Men’s Basketball, Women’s Basketball, Women’s Volleyball, Baseball and Softball--have elected to supplement these services with additional tutoring. Findings from student-athlete interviews indicate that the tutoring services and other academic supports available are utilized and beneficial.

7. Coaches - Availability - full-time, part-time, assistant and grad assistant; 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 or employment.

All full-time coaches are hired after a national search is conducted. A search committee evaluates the candidates, and then provides a recommendation of top candidates to the Athletic Director. Most coaches are hired on a year-to-year contract without specific contract incentives. However, the contracts for the Men’s and Women’s Basketball, Women’s Volleyball, Softball, and Baseball coaches are exceptions. These coaches receive a multi-year contract with performance incentives.

Salaries are reviewed and compared with other coaches in the conference and across the nation. In general, coaches’ salaries range from the middle to the upper-level pay scale within the conference and are competitive with, or above, the national average.

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.

All practice and competitive facilities are comparable for Men’s and Women’s programs. Listed below are those teams that have separate locker rooms and with shared locker facilities.

Locker Facility

Separate	Shared	Additional Facility
W. Volleyball	Baseball (Athletic)	Baseball (Blair Field)
W. Basketball	Tennis (GE)	M. Basketball (PE Building)
M. Basketball	W. Track/CC (GE)	M. Volleyball (PE Building)
Soccer	M. Track/CC (Athletic)
Softball	M. Golf (Athletic)
M. Volleyball	W. Golf (GE)

Additional locker facilities are provided only as a result of special circumstances. The baseball team uses two locker rooms: one facility for practice and competition at Blair Field, which is located off campus, and another shared locker room in the PE Building for on-campus practice. The Men’s Volleyball team generally practices in the West Gym of the PE Building, which requires a locker room in the PE Building, and also uses the locker room in The Pyramid (for less than two months of the season).

The Beach Pride Referendum funds designated for facility upgrades have been used to improve the facilities for each sport in the Program. Many of the facility upgrades require additional private in order to achieve the desired impact. As part of the planning process for facilities upgrades, a committee prioritizes the improvements to facilities based on specific needs and equity. Listed below are some of the facility enhancements that have already been completed or are underway since the last certification:

• Bleachers to the Softball complex
• Track & Field equipment (Women’s steeple chase, high jump, pole vault mats)
• Bleachers for Track
• Strength and Conditioning equipment
• Soccer field enhancements
• Shot Put ring
• Men’s shared locker rooms painted
• Strength Complex painted
• Women’s Soccer and Softball Locker Room enhancements
• Golf practice range off campus
• Windscreen at the tennis courts
• Resurfacing of Track (University funded)
• Bleachers for Men’s and Women’s Water Polo
• Resurface of Tennis courts
• Softball backstop padding
  
• Hiring of consultant for Aquatic Center

In 2000, a MOU was established between Facilities Management and SAR to provide an additional grounds-person to the KPE/Athletic facilities in order to keep these facilities at a competitive level. SAR secured the funds to meet this MOU.

Overall, interviews with student-athletes about the facilities indicated that all services were equitable across genders. However, some complaints were made about facility inadequacies.

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

All student-athletes have equal access to the training room staff and team doctor without exception. Further, all medical services are provided at the highest quality of care without preference or bias to gender or scholarship-status. Student-athletes may make appointments to see the team physician in his medical office or in the one-day per week office-hours held in the training room. The training room staff consists of two full-time staff members, two graduate assistants, and various student-trainers, and provides assistance at all home athletic events as appropriate.

Health, safety and sports medicine policies have been developed at CSULB in conjunction with athletic administrators, the team physician, and athletic trainers. There has been a concerted effort to comply with all NCAA guidelines as published in the Sports Medicine Handbook. Guidelines from the Athletic Training Policies and Procedures Manual are discussed with student-athletes at the first team meeting each year, and are provided to the Athletic Department coaches and staff members. The major areas noted in the handbook are discussed below.

Pre-participation Medical Exam. New student-athletes are required to have their health evaluated by the Team Physician and athletic trainers. With the cooperation of each team’s head coach, health screen dates are set for all new incoming student-athletes. All student-athletes must complete the exam before they are allowed to engage in a sport or compete. Information from the exam is maintained and locked in the Team Physician’s office. Student confidentiality is strictly adhered to and signed medical release forms are required before any portion of a medical record can be released to other medical entities or individuals.

Health Insurance. The University has medical coverage through California State University Risk Management Authority (CSURMA), a California State University insurance policy. This policy requires that if an athlete has personal insurance it must pay first, with the remaining balance and deductibles paid by the Athletic Department’s insurance. Benefits are payable only on an excess basis over and above any benefits or services provided by the primary insurance. This insurance only covers injuries related to intercollegiate athletic activity. Benefits and exclusions are discussed with the student-athlete at the first team meeting each year. Parents are notified of the coverage by mail each year and are requested to return a questionnaire regarding their individual coverage. The Athletic Department maintains a secondary or excess insurance policy.

Preseason Preparation. Climatic conditions are monitored each day, especially for outdoor sports. Potential problems are discussed with the various coaches when the need arises.

Acceptance of Risk. Until recently, assumption of risk information was only discussed with the student-athlete in the first team meeting, but there was no signed form acknowledging the risk. New procedures that require the information to be made available in writing have been instituted in order to meet this guideline. Assumption of risk information is discussed at the first team meeting and requires that each student-athlete sign a form indicating his or her acknowledgement of the risk. The signed assumption of risk form is maintained as part of the student-athlete’s medical history.

Planning and Supervision. It is the Athletic Trainer’s responsibility to inspect the playing and practice area before and during each competition and practice session to remove any potential hazard. Coaches are informed of potential hazards from or around the playing area that cannot be removed.

Minimizing Potential Legal Liability. Athletic administrators discuss legal liability with coaches as well as medical liability, gender equity, sexual harassment, and abuse on an annual basis. Pamphlets and flyers are made available to the student-athlete at the Student Health Center and the athletic training room.

Equitable Medical Care. All student-athletes and their teams receive coverage and medical treatment in accordance the medical code of ethics. The Athletic Department does not condone illegal discrimination on the basis of race, creed, national origin, sex, age, disability, social status, financial status, sexual orientation or religious affiliations. The availability and accessibility to medical resources is based on established medical criteria. This information is disseminated to all coaches and staff at their various orientation meetings at the beginning of each year and is now available in the Athletic Training Policy and Procedure Manual.

Equipment. Student-athletes are informed of the proper equipment required in their individual sports. Athletic trainers and coaches share a responsibility to assure that proper equipment is being utilized. Periodic checks are made to assure that equipment is safe and meet all appropriate standards.

Facilities. Practice and competition facilities are inspected on a regular basis by Athletic trainers. Any problem areas are immediately brought to the attention of the Facilities Manager. Discussions regarding facilities occur on an as needed basis between the athletic trainers and those individuals responsible for the sport.

Blood-Borne Pathogens. The Occupational Safety and Health Administration has developed a standard to minimize or eliminate occupational exposure to blood-borne pathogens. Athletic department personnel who may be affected by these problems are now required to attend a presentation by the Environmental Health and Safety Department at the University on the proper management of blood exposure. Brochures and pamphlets as well as a study guide are provided to the participants at that time. Department staff is informed of the requirements in the athletic training policy and procedure manual.

Emergency Care. Realizing that all medical emergencies cannot be prevented, it is the shared responsibility of personnel in the athletics department to play a role in the establishment of an emergency plan. Each should have a role in the procurement of resources and an understanding of the appropriate emergency response procedures. It is necessary that a person qualified to render emergency care be available at all practice and game sessions, that medical care is immediately available, that there is a plan to access and evacuate an injured athlete. There must be a working communication device within the area and all necessary emergency equipment should be at the site or quickly available. Emergency information about student-athletes should be available at all times for use by medical personnel whether at home or on the road. Cardiopulmonary resuscitation (CPR) techniques are required of all athletic personnel associated with practices, competitions, skills, instruction and strength and conditioning. Emergency plans for each sport have been developed and it is now important that all personnel become familiar with implementation of the plan if the need arises. These plans are in the athletic training policy and procedures manual. Each coach should familiarize themselves with the procedures. If there are questions or suggestions, they should be discussed with the athletic trainers. These plans are in the Athletic Training Policy and Procedures Manual.

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

All student-athletes who wish to live in the dorms must apply through the University’s Housing Office. Over the past several years, there has been a dramatic increase in the number of students who request a room in the residence halls. Only students and student-athletes who are returning to the dorms are guaranteed a spot as long as they turn in their paperwork by the deadline. Each year, however, the demand for on-campus student housing greatly exceeds the available dormitory space. With the larger demands for housing from the overall student population, it is becoming increasingly difficult to guarantee dorm rooms to student-athletes. As a solution to this problem, the Housing Office has implemented a lottery system, where all students (including student-athletes) are assigned a lottery number and chosen at random. The housing office works with coaches and teams that either start practice prior to the first day of classes or compete during Christmas break.

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

The Sports Information Office is comprised of three full-time employees and interns during the year to accommodate all sports teams. Appendix CE.3 indicates the departmental allocation of supplemental resources for all sports teams. Included as part of these resources are media guides produced by sports information staff and staffing assignments for each sport. It is the responsibility of the Assistant Athletic Director of Broadcast Services to ensure equitable publications and staffing. Promotions and marketing are under the supervision of the Director of Marketing, and athletic events are advertised seasonally based on the events occurring that week.

A website provides information on all athletic teams, fundraising activities, and special events. Included are player rosters, biographies of coaches, recruiting questionnaire, statistics, schedules, results, and highlights.

Game programs are provided for Men’s and Women’s Volleyball, Men’s and Women’s Basketball, Soccer, Baseball and Softball. Schedule cards are printed for Men’s and Women’s Basketball, Women’s Softball, Baseball, Women’s Soccer, Men’s and Women’s Volleyball, and Men’s and Women’s Water Polo. Brochure or flyers are made for teams that sell season tickets. The quantity ordered for each sport is based upon the previous years attendance and the supply needed for outlets that distribute this information to the public (e.g., groups, tournaments). For example, the Women’s Volleyball team has the second highest attendance, has the most outlets, and receives 10,000 brochures and 20,000 pocket schedules. Similarly, 7,500 brochures and 10,000 schedules are printed for Basketball.

Newspaper advertising is used to publicize Men and Women’s Volleyball, Men’s and Women’s Basketball, Soccer, Baseball, and Softball teams. However, advertisements may include more than one event. For example, an advertisement of a Men’s Basketball game on given Saturday will also include a Women’s game on the following Tuesday. At the beginning of every year, a concerted effort is made to provide equitable advertisement for Men’s and Women’s sports. Finally, separate ads will be purchased for sports with "big" games.

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

Men’s and women’s teams should have equitable access to administrative and secretarial support. Men’s and Women’s Basketball have designated secretarial support. Office space is at a premium on campus, and the coaching staff for some teams (Soccer and Track) share an office space. A Department building that would house coaches, administrative staff, and potential locker rooms for some teams would be an improvement. A consultant was hired to determine the feasibility of this project, but no concrete timeframe has been established for such a project.

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 student-athletes.

Each coach is responsible for creating and implementing a recruiting plan for their sport based on his or her needs for that year. When prospective student-athletes are brought on campus, they are treated in an equitable manner. Coaches are given the opportunity to use "trade-outs" for rooms and food to help defray the cost to their budget.

Over the last few years, recruiting expenditures for male student-athletes have significantly increased—primarily as a result of one team. However, the Athletic Director, in consultation with the sport supervisor and head coach, has reduced the disparity among teams at CSULB and those within the conference.

4. Please provide a written, stand-alone institutional plan for addressing gender equity for the future in the intercollegiate athletics program. The plan shall include measurable goals the institution intends to achieve, steps the institution will take to achieve those goals, persons responsible, timetables and means for funding implementation of the plan. [Note: Please see Appendix B, Page 52 for an example format outlining all required elements of a plan.]

GENDER EQUITY PLAN FOR 2002-2007

OBJECTIVE	ACTION	RESPONSIBLE PARTY	TIMETABLE
Accommodation of interests	Continue to use roster management to meet the percentage of student-athletes versus the general student population	Athletic Director, Sr. Associate Athletic Director/SWA and Associate Athletic Director for Compliance and Student Services	Annually by August 15
Award scholarship dollars in proportion to the student-athlete population	Continue to fund our scholarships within the guidelines of the NCAA; currently all CSULB sports are fully funded under NCAA guidelines and we are on target with our participation numbers; each sport has chosen not to allocate all scholarship dollars allotted in order to distribute the monies over the next few years, depending on the student-athlete talent; this is the coaches’ decision and is not based on any gender issues	Athletic Director, Sr. Associate Athletic Director/SWA and the Associate Athletic Director/CFO	Annually by April 1 of the prior year
Opportunity to receive coaching and compensation of coaches in an equitable manner	Each year look at where coaches of women’s sports fall within the conference and work toward them being at the top third of the conference; as money becomes available for additional coaches, we must make sure they are disseminated in an equitable manner	Athletic Director, Sr. Associate Athletic Director/SWA and the Associate Athletic Director/CFO	Annually
Coaching opportunities for women	Make an effort to hire a qualified female candidate when a coaching position opens; this may require some recruitment of qualified females	Administrator responsible for hiring of that particular sport; final approval of Athletic Director	Ongoing
Facilities (upgrading and new)	As facilities are in the process of being designed, they should be reviewed for compliance with Title IX, also, the order in which facilities are upgraded or designed should be done with equitable treatment in mind	Athletic Director and Sr. Associate Athletic Director/SWA	Annually by November 1
Scheduling – Equitable treatment with regard to scheduling of practice and competition	Competitive schedules should continue to be reviewed for compliance with Title IX in regard to equitable competitive experience; practice schedules should be reviewed each year; any changes to the current schedule should be reviewed for compliance with Title IX; conflicts should be resolved in an equitable manner	Athletic Scheduling Office and Sport Supervisors	Annually by July 1
Equitable access to tutors	Student-athletes should continue to work with their academic advisor on tutoring needs	Center for Student-Athlete Services	Ongoing and as needed
Travel and per diem is provided in an equitable manner with regard to modes of transportation, housing, length of stay and per diem	Review with the Head Coach each year to assure they guidelines are followed as set for their sport regarding travel and per diem	Business Office and Sport Supervisor	Annually by July 1
Evaluation of recruiting expenditures	Review recruiting expectations with Head Coach each year and make it part of their evaluation process each year of how they do with meeting their goals in this area	Athletic Director and Sport Supervisor	Annually by July 1
Equitable management of sports marketing and promotion	Schedule Cards – The marketing and promotions area should submit their recommendation for which sports should receive sport schedule cards. The list should be evaluated to determine if we meet our gender equity responsibilities. Every attempt should be made to provide each team with a schedule card or at least one schedule card with multiple team schedules listed	Senior Staff and Marketing area	Annually by July 1
	Marketing Women’s Sports – The marketing and promotion area should submit their marketing plan for the year; the plan should be evaluated for compliance of gender equity	Sr. Athletic Staff and Marketing Administrator; final decision by Athletic Director	Annually by July 1
Equitable management of sports marketing and promotion	Radio – Currently, Women’s Volleyball, Women’s Basketball and Baseball away games are broadcast on the Internet; Men’s Basketball away games are broadcast on AM radio; the Department should make an effort to find sponsorship to potentially put a Women’s sport on AM radio	Athletic Director and Assistant Athletic Director of Broadcast Services	Annually by July 1
	Sports Information – The Assistant Athletic Director for Sports Information should submit a plan for sports coverage by sports information personnel, quantity and quality of media guides each year for review of compliance of gender equity issues	Athletic Director and Assistant Athletic Director of Broadcast Services	Annually by July 1
Medical and Training Facilities should be provided without consideration of gender	Continue to provide services for all student-athletes in a manner that gender is not taken into consideration. Renew Director of Sports Medicine contract each year	Sr. Associate Athletic Director/SWA and Head Athletic Trainer	Annually by July 1
Housing and Dining Facilities should be available without consideration to gender	Continue to provide housing for all student-athletes in a manner that gender is not taken into consideration	Associate Athletic Director for Compliance and Student Services and Department of Housing and Residential Life	Spring-Summer
Remain current with Gender Equity Issues	Attend seminars and conferences with Gender Equity Issues are topics of discussion	Sr. Associate Athletic Director/SWA	Biannually
	Continue to review information on websites and Title XI issues and legislation publications	Athletic Director and Sr. Associate Athletic Director/SWA	Ongoing
Access department policies for equity issues	Review of existing policies and as new policies and procedures are implemented they should be reviewed for compliance with Title IX issues	Athletic Director and Senior Athletic Staff	Annually by July 1
Equitable treatment of student-athletes	Each year survey our student-athletes and staff with regard to gender equity issues. The results should be analyzed by Senior Athletic Staff for any action needed	Athletic Director, Sr. Associate Athletic Director/SWA and Senior Athletic Staff	Survey by May 30. Results by Sept 1

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

• Documentation assessing the institution’s goals and actions regarding Title IX (if applicable).
  
  Operating Principle
  
  4.2 Minority 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 prohibited by federal and state law. Consistent with this fundamental philosophy, the institution shall:

a. Have implemented its approved minority-opportunities plan from the previous self-study. If modified or if not carried out fully, the institution shall provide an explanation from appropriate institutional authorities.
b. Demonstrate that it is committed to, and has progressed toward, fair and equitable treatment of all minority student-athletes and athletics department personnel.
c. Formally adopt 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. The plan shall include measurable goals the institution intends to achieve, steps the institution will take to achieve those goals, persons responsible and timetables.

Self-Study Items

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

CSULB is committed to achieving both an employee work force and a student-athlete profile that represents the diverse population of the area. The University is dedicated to attracting and retaining talented and motivated employees representative of that population. CSULB admits students of all races, religions, ages, colors, creeds, genders, disabilities, sexual orientation, or national or ethnic origin. All of our students are entitled to the rights, privileges, programs, and activities made available at the University. The University does not discriminate on the basis of race, religion, age, color, creed, gender, disability, sexual orientation, or national or ethnic origin in the administration of its educational policies, admission policies, employment policies or any other programs administered by the University.

The University is committed to creating a community in which a diverse population can live and work in, and promotes an atmosphere of tolerance, civility, and respect for the rights and sensibilities of each and every individual without regard to economic status, ethnic background, political views, sexual orientation, or other personal characteristics or beliefs. These principles of diversity and equity are strongly endorsed in University policies, student, faculty and staff handbooks and other University publications.

As noted in the 1996 self-study report, the Office of Equity and Diversity (formerly known as the Affirmative Action Office) reports to the Office of the President, and the Director of Equity and Diversity is a member of the President’s Cabinet. This assures the campus community that equity issues for students, faculty and staff carry the full weight and authority of the President’s Office. The Office of Equity and Diversity updates the University’s Affirmative Action Plan on an annual basis. This requires each Division Executive and the Director of Athletics to review the progress made by their respective divisions in meeting the University’s overall objective of attracting and retaining a diverse work force. Each executive must have a plan that addresses the underutilization of women and minorities. The Department of Sports, Athletics and Recreation’s (SAR) plan dated May 2001 sets forth the efforts that will be undertaken to achieve equal employment opportunity within the Department.

The Division of Student Services through the Educational Opportunities Program and Educational Equity Services provides educational opportunities and access to persons from underrepresented groups and under-served communities. Efforts are made to improve student recruitment, retention, and graduation rates. A Program Review Department within the Student Services Department provides information to evaluate the delivery of services to students and assess their success in meeting stated goals.

Overall, the interviews conducted and questionnaires completed, as part of the self-study of student-athletes, coaches and staff, did not indicate any problems regarding minority issues. In fact, student-athletes and coaches cited interracial relations as a strength at CSULB. One student-athlete said the CSULB is "known as a school that features women of color." She was proud that her team was the first championship team with more than one African American player. A staff person who works closely with student-athletes said, "There are no areas where race or ethnicity is a problem. Maybe one kid in 30 might mention something."

2. 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 an part-time assistant coaches (including graduate assistant, volunteer and restricted-earnings 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 Attachment No. 1, Part A, to compile the data requested in this self-study item.]

Refer to the chart on page 41, Racial or Ethnic Composition for Sports, Athletics and Recreation Employees.

3. For the most recent academic years, provide the racial or ethnic composition for student-athletes who received athletics aid and for students generally. [Note: Use Attachment No. 1, Bart B, to compile the data requested in this self-study item.]

Refer to the chart on page 42, Students Generally and Student-Athletes on Athletics Aid.

4. 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 Attachment No. 1, Part C, to compile the data requested in this self-study item.]

Refer to the chart on page 43, Racial and Ethnic Composition of Student-Athletes Who Received Athletic Aid.

5. Using the program area checklist for minority issues, provided as Attachment No. 3, please: (a) describe how the institution has ensured a complete study of each of these areas, (b) provide data demonstrating the institution’s commitment across each of the areas, and (c) explain how the institution’s future plan for minority issues addresses each of the areas.

The University invites and encourages a diversified student and employee population, and maintains an Affirmative Action Plan. On an annual basis, the Department of Sports, Athletics, and Recreation reviews the University’s policies, evaluates its own diversity plan, and makes modifications to the plan as appropriate.

Examination of the student population for the most recent academic year 2001-02 and comparison of the percentage of minority student-athletes in all sports to the University’s minority student population indicates that minorities comprise 47 percent of student-athletes receiving aid. In comparison, campus wide minorities comprise 58.7 percent of the student population.

The graduation rates for student-athletes entering in 1994, which is the most recent graduating class for which the required six years of information is available, was 50 percent as compared to a 31 percent rate for all students. Student-athlete graduation rates have improved significantly from a graduation rate of 24 percent in 1996. The University strives for minority student-athlete graduation rates that are equivalent to graduation rates for all other student-athletes.

In a continued effort to improve all student-athlete graduation rates the Center of Student-Athletes Services (CSAS) provide professional and peer academic advisors and counselors that are assigned to academic assistance to specific teams. These services include:

• Orientation. All entering student-athletes, freshmen and transfers are encouraged to participate in the SOAR (Student Orientation, Advising, Registration) Program.
  
  
• Freshman Mentoring Program. Incoming freshmen student-athletes receive mentoring in the HEADS UP! Program, designed to help student-athletes adjust to the demands of both intercollegiate athletics and university academics.
  
  
• Academic Counseling. All student-athletes are required to attend an advising session each semester with their assigned academic counselor. The CSAS assists student-athletes with their choice of major, academic planning for the next semester, NCAA eligibility issues, and career preparation.
  
  
• NCAA Eligibility Advising. The staff of CSAS works closely with the Director of Compliance and Enrollment Services NCAA Evaluator to assist the student-athletes NCAA eligibility and graduation.
  
  
• Coordination of Tutoring/Study Skills Assistance. Student-athletes are provided with walk-in tutoring, group tutoring, or one-on-one tutoring services through the University’s Learning Assistance Center. This Center also provides Survival Skills Workshops in such areas as Time Management, Note Taking Methods, and Study Strategies for exams. With these different types of assistance programs, tutoring is readily available and most students mentioned academic support as a strength. Furthermore, coaches were credited with being encouraging of academics. One aspect of the program that several student-athletes cited was the turnover in advisors.
  
  As noted in Self-Study Item 1, the Department of Sports, Athletics and Recreation establishes an annual plan to review the progress that has been made in the hiring and promotion of minorities in the past year and also indicates what additional efforts will be made in the coming year to increase employment opportunities for minorities.
  
  6. Please provide a written, stand-alone institutional plan for addressing minority opportunities for the future in the intercollegiate athletics program. The plan shall include measurable goals the institution intends to achieve, steps the institution will take to achieve those goals, persons responsible, timetables and means for funding implementation of the plan. [Note: Please see Appendix C, Page 54 for an example format outlining all required elements of a plan.]
  

MINORITY PLAN FOR 2002-2007

Operating Principle

4.3. Student-Athlete Welfare. Conducting the intercollegiate athletics program in a manner designed to protect and enhance the physical and educational welfare of student-athletes is a basic principle of the Association. Consistent with this fundamental principle, the institution shall:

a. Demonstrate a commitment to the fair treatment of student-athletes, particularly in their academic role as students.
b. Provide evidence that the welfare of student-athletes and the fairness of their treatment is monitored, evaluated and addressed on a continuing basis.
c. Provide evidence that the institution has in place programs that protect the health of and provide a safe environment for each of its student-athletes.

Self-Study Items

1. Explain how the institution is organized to further its efforts related to the student-athlete welfare operating principle above and provide evidence that matters concerning student-athlete welfare are monitored, evaluated and addressed on a continuing basis.

The Athletic Director reports to the President and is a member of the President’s Cabinet, which is comprised of the heads of all of the administrative areas of the University (Vice Presidents, Deans, Public Affairs, Academic Senate, Staff Council and Student Services). The Committee on Athletics, which includes faculty, staff and students, is a standing committee appointed by the Academic Senate, and has responsibility for broad oversight of the functioning of the Athletic Department. Various members of the Athletic Department provide regular reports to the Committee on Athletics. At regularly scheduled meetings, the Committee discusses policy issues and other matters regarding the operation of the Department. The Student-Athlete Advisory Council meets on a regular basis and discusses, develops, and recommends programs, activities, events, and policies to the Athletic Director.

The Center for Student-Athlete Services (CSAS) serves as a center for coordinating many issues related to student-athlete welfare, allowing for a consistent approach to ensuring the availability of services and resources to all student-athletes. The CSAS is organizationally independent from the Department of Athletics, housed in the Division of Academic Affairs. The Center for Student-Athlete Services coordinates aspects of new student-athlete orientation, academic advising, registration, career development and planning, disability services and academic support services. Also, the CSAS provides comprehensive services for student-athletes, including academic advising, and referrals to other campus services, such as the Student Health Center, Counseling and Psychological Services, Learning Assistance Center, as well as coordinating aspects of tutoring, study halls, and other academic and personal issues.

The Athletic Department holds a monthly Head Coaches meeting to discuss administrative issues and policies, and to disseminate a variety of information. The department also holds two all-department staff meetings each year. The coaches and staff meetings serve as a useful forum to discuss and address a variety of student-athlete welfare issues, including academic and programmatic issues and concerns.
In addition, the University’s Division of Student Services offers a wide array of resources to assist students in their academic, social and personal development. In its most recent accreditation review by Western Association of Schools and Colleges (WASC), the University received outstanding evaluations for the quality and breadth of its services to students, and particularly for the positive environment it provides to its students. Many student welfare issues are addressed cooperatively with Student Services and Academic Affairs to provide the necessary resources and expertise to adequately address the needs of the student-athletes. The Athletic Department is organized in a manner that provides oversight and coordination of the day-to-day operation of the athletic program, while working in cooperation with other areas of the University, thus ensuring appropriate institutional control. One student-athlete commented in an interview that "care and concern for student-athletes is a priority of CSULB."

2. 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.

The University requires all students to enroll in a University 100 course that provides basic information about the University’s academic requirements, support services and extracurricular opportunities. All student-athletes are required to enroll in a University 100 course specifically tailored to athletes to ensure they receive a wide range of information pertaining to general resources available to all students, drug and alcohol abuse, counseling, and other issues affecting student welfare.

The Center for Student-Athlete Services coordinates the availability of career guidance counseling through workshops and referrals to the University’s Career Development Center. On their own request or from coaches or institutional staff members, student-athletes may receive preliminary counseling from the CSAS staff regarding a number of student-athlete welfare issues, including drug or alcohol abuse, depression, nutrition, or personal or career counseling. These sessions may be followed by a referral to an appropriate source for expert and confidential assistance, such as Counseling and Psychological Services, Student Health Services, or other appropriate department or area. If no existing resources are available, the CSAS staff may work with the student-athlete to identify necessary and appropriate services on or off campus.

3. Describe the institution’s process for conducting the student-athlete exit interview 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. Attach written materials (e.g., forms) used to document student-athlete exit interviews.

When a student-athlete is no longer eligible to compete in a sport or stops participating in a sport, he/she is asked to complete a written exit questionnaire (refer to CE.7). The responses to the questionnaire are compiled and analyzed by a senior administrative staff member in the compliance unit and provided to the senior administrative staff of the Athletic Department for review.

The Student-Athlete Advisory Council has established itself as an active and independent voice for student-athletes. The SAAC has a well-established organizational structure that ensures continuity from year-to-year, has regular meetings of its members, and has access to the Athletic Director and senior staff. In addition, the President of the University is invited to and regularly attends their activities.

During his tenure, the President of the University has had a University Student Advisory Group, which holds monthly luncheon meetings. The President’s Student Advisory Group is comprised of Student representatives from a wide variety of constituent groups, including the Associated Students, Inc. (student government), fraternities and sororities, student-athletes, cultural/ethnic based organizations, gay and lesbian student organizations, student newspapers, and other organizations representing special interests (e.g. The Law Society, honors societies). This group includes the President, his administrative staff, the Vice President of Student Services, the Student Body President, and the other Student Body Officers (Vice President, Treasurer, Executive Administrator), in addition to the student representatives. The meetings serve as a forum to discuss issues of campus wide concern, share information, and listen to concerns and issues of the students.

4. Describe and attach a copy of the institution’s grievance or appeals procedures available to student-athletes.

The Athletic Department has a formal policy for appeals of scholarship decisions. Students are afforded an opportunity to appeal such decisions to an external committee, which renders a final decision. A copy of the policy is attached as CE.8.

The University’s campus grievance and appeals procedures, which are published in the University Catalog, are available to all students. The specific policy and related procedures that apply to a situation depends on the nature of the matter being grieved (for example, a grade appeal). Where no specific policy exists for a situation, the University has a student grievance procedure that is administered by the Division of Student Services, and is clearly defined and published in the University Catalog. A copy of the procedure is attached as CE.9.

5. Identify the administrator who is responsible for the institutional awareness of health, safety and sports medicine policies. Describe the process by which these policies and guidelines are disseminated 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 Senior Associate Athletic Director/SWA oversees the Athletic Training and Strength and Conditioning programs. Her responsibility for these programs began when the Senior Assistant Athletic Director began a leave of absence. Prior to his departure, policies and procedures were disseminated either through verbal communications or by memos. It was decided that a better approach would be to compile all policies and procedures into a single manual. The completed manual was distributed to all head coaches at the annual all department meeting in the fall of 2002. It also became part of the Athletic Department’s policies and procedures manual.

Occasionally, issues arise between coaches and ancillary support staffs. When this occurs, coaches are encouraged to speak directly with the appropriate personnel to determine whether there should be a change in a policy. If agreement regarding issues cannot be reached, the coach or coaches can speak with the Sr. Associate Athletic Director/SWA, who examines the merit of the argument to rectify the issue. Occasionally, a change of the policies occurs as a result.

For further detailed information about areas covered in the NCAA Sports Medicine Handbook, please refer to response 4.1.3.

6. Attach a copy of the institution’s emergency medical plan for practices and games, including its written emergency plan for the athletics program and specific coverage for out-of-season practices, 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.]

Since all medical emergencies cannot be prevented, it is the shared responsibility of personnel in the Athletics Department to play a role in the establishment of an emergency plan. It is a requirement that a qualified person be available to render emergency first aide at all practice and game sessions. Plans to access and evacuate an injured athlete are discussed and understood by each caregiver. A communication device and all necessary emergency equipment is at the site or quickly available. Emergency information about the student-athlete is available for use by medical personnel whether at home or on the road.

Cardiopulmonary Resuscitation (CPR) technique training is required of all athletic personnel associated with practices, competitions, skills instruction and strength and conditioning. Emergency plans for each sport have been developed and their importance is discussed with personnel. All coaches are to familiarize themselves with the implementation of the plan for their individual sport if the need arises. These plans are in the Athletic Training Policy and Procedures Manual. Questions and suggestions concerning these emergency plans are discussed with the Athletic Trainers.

See Appendix CE.10 for Emergency Plans. For further detailed information about areas covered in the NCAA Sports Medicine Handbook, please refer to response 4.1.3.

7. Using the program area checklist for student-athlete welfare issues, provided as Attachment No. 4, please:

a. Describe how the institution studies these topics as they apply to all student-athletes;
b. Provide data demonstrating the institution’s commitment to these issues for all student-athletes; and
c. Explain how the institution will address these topics in the future for the welfare of all student-athletes.

1. Evaluation - Periodic review of Athletic Department’s activities for consistency with goals and objectives set forth in the institutions and athletics departments written commitments to student-athlete welfare.

(a) Describe how the institution studies these topics as they apply to all student-athletes.

The oversight of student-athlete welfare is the responsibility of senior staff, which is comprised of the Athletic Director, Senior Associate Athletic Director/SWA, Associate Athletic Director for Compliance and Student Services, Associate Athletic Director/CFO, Assistant Athletic Director/GM for The Pyramid, Assistant Athletic Director External Relations, and the Assistant Athletic Direct for Broadcast Services. The following are some ways the senior Staff monitors student-athlete Welfare:

Exit Interviews. Exit interviews are given to all student-athletes who have exhausted eligibility. The results of this survey are compiled by the Testing office and returned to the Associate Athletic Director of Compliance and Student Services. The data is reviewed by the Senior Staff for discussion.

Senior Staff Retreats. The Senior Staff has an annual staff retreat to discuss student-athlete welfare issues and plan for future.

Open door policy. Each administrator that oversees a sport has an open door policy, where a student-athlete can come into the office and discuss issues. It is the responsibility of the sport supervisor to investigate any issues that arise during this discussion, while keeping the confidence of the student-athlete.

Student-athlete questionnaire. During the certification process a questionnaire was developed to gain information about various areas within the Athletic Department (training room, strength and conditioning, coaching, Center for Student-Athlete Services, and administrative issues). Also, the questionnaire covers the student-athlete perception of the department’s commitment to equity and diversity issues as well as sportsmanship. This information was very valuable and now completed annually.

Coach’s questionnaire. The coach’s questionnaire is used to help the administrative staff continue to monitor issues of student-athlete welfare, such as modes of travel, uniforms, and per diem.

Student-Athlete Advisory Committee (SAAC). The committee plays a very important role in our evaluation of student-athlete welfare. This committee represents the "voice" of the student-athletes.

Equity in Athletics Disclosure Act (EADA). The report provides information that is used to help evaluate the treatment of student-athletes. The report is compiled by the Senior Associate Athletic Director and reviewed by the Senior Staff for positive and negative issues.

Meetings with University Police. In order to keep informed of issues and events, meetings take place with the University Police. Discussions include topics of sexual assault, harassment, and drugs.

(b) Provide data demonstrating the institution’s commitment to these issues for all student-athletes.

The results of the Exit interview survey, Student-athlete questionnaire, coaches’ questionnaire and EADA report all demonstrate the Department’s commitment to equity, welfare, and sportsmanship.

(c) Explain how the institution will address these topics in the future for the welfare of all student-athletes.

All areas discussed in 1a will continue to be used to address student-athlete welfare.

2. Organization and Structure – Policies, and/or organization, and/or activities of the athletics program and its activities to help enhance student-athlete welfare.

(a) Describe how the institution studies these topics as they apply to all student-athletes.

CSULB is a member of the NCAA Champs/Lifeskills Program. Many of our programs are run through the Center for Student-Athlete Services (CSAS). CSAS offers programs such as HEADS UP! Freshman Mentoring Program, Mandatory Advising, SOAR for Freshmen and Transfer student orientation, Career Development programs in conjunction with the Career Development Center, and a pilot program for mentoring first generation college student-athletes.

The Athletic Director, Director for Compliance and Student Service, a member of CSAS, and Athletic Trainers meet with the student-athletes to disseminate information that is required by the NCAA, fill out required forms as well as information on University/department rules and regulations. Also, a monthly Head Coaches meeting is conducted to share information, issues and current activities of the athletic program.

SAAC provides valuable input and promotes communication between student-athletes and the Athletic administration. SAAC meets once a month with the Champs/Lifeskills coordinator. Each team has two members on the board to allow a voice to be heard from all teams on campus. As the board deems necessary, they invite members of the Athletic Department to meet with them and discuss issues. The officers of the board meet with the Director of Athletics as needed. SAAC also has a member on the Beach Pride Facilities committee, which determines how the facility enhancement monies will be spent each year.

Department Policy and Procedural Manual (includes training room policy and procedural manual) outlines the policies and procedures for the department. This helps the Department consistently treat student-athletes with regard to welfare, sportsmanship, and equity.

Committee on Athletics (COA) is a committee appointed by the Academic Senate and is an advisory board to the Athletic Director. The committee is comprised of several Faculty, representatives from Student Services, Administration and Finance, student appointed by the Associated Students, Faculty Athletic Representative, and a member from the Alumni Association. Members of the Athletic Department report on their area of responsibility to the COA and answer any questions raised. The members of COA may request information on any items they deem necessary.

(b) Provide data demonstrating the institution’s commitment to these issues for all student-athletes.

Student-athletes graduate at a higher percentage than the general student population at CSULB.

Information gained from the areas above allows the Department to continue to monitor issues of student-athlete welfare.

(c) Explain how the institution will address these topics in the future for the welfare of all student-athletes.

The Department will continue to use the above-mentioned areas for the development of future topics.

3. Participation in Governance and Decision-Making – Involvement of student-athletes in the governance and decision-making processes of the athletic department.

(a) Describe how the institution studies these topics as they apply to all student-athletes.

The Student-athlete Advisory Committee is comprised of two student-athletes from each sport that allows for a broad based input and allows the department to hear the issues that concern the student-athletes. Also, a Big West Conference student-athlete advisory board, composed of two student-athletes from each conference institution, brings issues forward to the Big West Council (made up of Athletic Directors, SWA’s and Faculty Athletic Representatives).

(b) Provide data demonstrating the institution’s commitment to these issues for all student-athletes.

The minutes for the Committee on Athletics are available upon request. In addition, the minutes from the Big West SAAC are available upon request.

(c) Explain how the institution will address these topics in the future for the welfare of all student-athletes.

The student-athlete committees, on an institutional level and conference level, will continue to be used to provide input on decision-making and governance. Also, the valuable information from the COA will continue to be used for decision-making processes and governance.

4. Programs and Activities – Establishment of programs that address the needs and issues affecting student-athletes.

(a) Describe how the institution studies these topics as they apply to all student-athletes.

Student-Athlete Handbook: The student-athlete handbook is published every other year to provide the student-athletes with information to help them succeed at CSULB. In addition, the handbook also provides information on where to go for personal, academic or athletic needs.

Athlete Assistance Program: CSULB uses a drug-testing program to assist those individuals who may be afflicted with drug abuse or chemical dependency and to return athletes who recover and to restrict those from athletics who do not. The policy is designed to offer positive assistance to the athletes in dealing with the issues raised by substance use and abuse. The athletic trainers, in their initial meeting, disseminate the information on the program with the student-athletes. See the Department Policies and Procedures manual section 12 for further information on this program.

Career Counseling Workshops: The CSAS in conjunction with the Career Development Center run an annual Career workshop for all student-athletes that wish to attend. In addition, a career counselor works out of the CSAS for approximately four per week. Additionally, student-athletes can be referred to the Career Counseling Center for one-on-one appointments to discuss choices of major and career direction.

Mandatory Advising: Mandatory advising was set-up by the CSAS to help student-athletes. The appointment is for one hour with their sport academic advisor each semester prior to them enrolling classes. This meeting has proven to be a great help in maintaining academic eligibility.

HEADS UP!: The HEADS UP! program is a group-mentoring program where upper division student-athletes mentor freshmen student-athletes. The upper division student-athletes help the first-time freshman transition into college life. Some of the topics covered are preparation for finals, transition issues, drugs, and alcohol problems.

Alcohol and Drug Seminar: Every other year the Associate Athletic Director for Compliance and Student Services provides a mandatory alcohol and drug seminar for the student-athletes. Administrators and coaches do not attend so that student-athletes can openly discuss issues with the speaker.

Student-Athlete Advisory Council: SAAC participates in Community Service activities, such as adopting a family at Christmas, food drive for the needy, teams building, Beach Bash, and the academic luncheon.

(b) Provide data demonstrating the institution’s commitment to these issues for all student-athletes; and

See section 7.1, 7.2 and 7.3b.

(c) Explain how the institution will address these topics in the future for the welfare of all student-athletes.

Periodic reviews of these programs will continue in the future.

8. Please attach a copy of the institution’s student-athlete handbook.

A copy of the handbook is attached as CE.11.

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

• Facilities schedule for practice and competition.
• Sports schedules.
• Sports marketing materials.
• Media guides.

Operating Principle

4.4 Sportsmanship and Ethical Conduct. It is a principle of the Association that student-athletes, coaches and all others associated with intercollegiate athletics adhere to such fundamental values as respect, fairness, civility, honesty and responsibility. Consistent with this principle, the institution shall:

a. Demonstrate that in the area of intercollegiate athletics, it is committed to these fundamental values of sportsmanship and ethical conduct.

b. Have established a set of written policies and procedures for this area.

c. Demonstrate that educational activities related to sportsmanship and ethical conduct exist for individuals and groups associated with the intercollegiate athletics experience.

d. Provide evidence that the effectiveness of activities in this area are monitored, evaluated and addressed on a continuing basis.

Self-Study Items

Note: The NCAA Sportsmanship and Ethical Conduct Committee has developed and adopted the following definitions for sportsmanship and ethical conduct:

• "Sportsmanship" is a set of behaviors to be exhibited by student-athletes, coaches, game officials, administrators and fans in athletics competition. These behaviors are based upon values, including respect, civility, fairness, honesty and responsibility.
• "Ethical conduct" is a set of guiding principles with which each person follows the letter and spirit of the rules. Such conduct reflects a higher standard than law because it includes, among other principles, fundamental values that define sportsmanship.
  
  1. Explain how the institution is organized to further its efforts related to the sportsmanship and ethical conduct operating principle on the previous page and provide evidence that matters concerning sportsmanship and ethical conduct are monitored, evaluated and addressed on a continuing basis.
  
  Organization. CSULB operates in a traditional manner as seen in most large public universities and uses an administrative system consistent with the policies and practices of the California State University system. The administrator in charge of matters under this self-study item is the Director of Sports, Athletics and Recreation (SAR). He reports to the Office of the President. He is further assisted by the Assistant Athletic Director for Compliance and Student Services and the Senior Associate Athletic Director/Senior Women’s Administrator.
  
  Procedures. The Associate Athletic Director for Compliance meets with each team at the beginning of the year and each student-athlete reads the NCAA "Summary of NCAA Regulations" that outlines ethical conduct (Appendix CE.4). In addition, each student-athlete must read and sign the CSULB student-athlete code of conduct form (Appendix CE.5) along with the Big West or CSULB Sportsmanship form.
  
  The processing of sanctions for violations of sportsmanship and off-campus conduct is addressed first at the team level, or in certain circumstances, by the CSULB Off-Campus conduct policy, and then at the university-level through the office of the Vice President for Student Services. The existing policies and practices of the Division of Student Services (DSS) include the time and attention of Counseling and Judicial Affairs personnel within the DSS. The Judicial Affairs personnel within DSS handle individual violations of campus regulations. Regulations are available to student-athletes through their coaches, the University Catalog, other campus publications and also the campus website. The DSS treats all cases in a similar fashion and does not give special treatment to athletes, nor does it prepare special reports.
  
  Examples: The following is a list of specific examples of how sportsmanship and ethical conduct are monitored, evaluated and addressed on a continuing basis at CSULB:
  
  
• The Big West Conference has sportsmanship and conduct regulations that student athletes must follow during competition that are administered by referees and event managers. Ethical conduct matters are reviewed on a case-by-case basis, and sanctions are consistent with NCAA policies. Student-athletes annually sign a statement concerning ethical conduct and sportsmanship. The Big West Conference requires some athletes to sign a Sportsmanship Agreement annually (Appendix CE.5) that details student-athlete responsibilities and ramifications for sports behavior during the year. If a student-athlete does not sign the Big West Sportsmanship form (because they participate in a different conference or sport and are not required by the Big West to sign the form), they are required to sign the CSULB Sportsmanship form.
  
  
• The Athletic Department has established a student-athlete off-campus conduct policy that defines the procedures and sanctions with regard to off-campus conduct.
  
  
• The Athletic Director meets with each team at the beginning of each year. One topic of discussion is the student-athletes responsibility in the area of sportsmanship.
  
  
• A sportsmanship public announcement is made at the beginning of each home game. The announcement reminds fans that visiting teams are guests of the University and are to be treated in a positive manner. Failure to follow these guidelines may result in removal from the facility.
  
  
• The Mountain Pacific Sports Federation has a position statement on Sportsmanship and Coaching conduct (Appendix CE.6) that is reviewed with student-athletes participating in Men’s Volleyball, Indoor Track, and Men’s and Women’s Water Polo.
  

• The CSULB student-athlete handbook contains a section that describes a Code of Conduct. The competitive excellence section of this document also outlines the expectation that a student-athlete demonstrate good sportsmanship and class in all settings, particularly during both competition and practice (Appendix CE.11).
  
  Ý Within the redesign of the coach’s annual review documentation, sportsmanship has been added as a critical element to each coach’s evaluation.
  Ý The CSULB Student-Athlete Advisory Council mission statement addresses sportsmanship and ethics. CSULB is also part of the NCAA-sponsored SAAC organization whose mission is to foster a positive student-athlete image.
  Ý It is the responsibility of the Director of Event Management to make sure the Conference and University rules and regulations are adhered to during all home events.
  Ý The subcommittee for Equity, Welfare, and Sportsmanship surveyed coaches regarding sportsmanship and all reported that they promote good sportsmanship and that a policy exists within their team for evaluating incidences and taking proper corrective action.
  
  The following comments from student-athletes during interviews reveal the high standard set by the university for sportsmanship:
  
  "Crowd control is excellent, and professionalism toward athletes is second to none." "Our team talks daily about how they represent the University." "We’re one of the best conducted for sportsmanship and crowd control." One student-athlete in a high profile sport indicated that his team wouldn’t support anyone trying to play dirty.
  
  A staff member, who works with all teams, when asked about sportsmanship, replied "Very good, under control. Athletes are taught to respect the other athletes. The positive attitude comes from the President on down."
  
  2. Describe and attach a copy of the institution’s written policies and procedures on sportsmanship and ethical conduct, including sanctions that may be levied for inappropriate behavior.
  
  The Athletic Department has four written documents that govern sportsmanship and ethical conduct. These documents are the Summary of NCCA requirements, Sports and Ethical Conduct Policies and Procedures, Long Beach State Off-campus Conduct Policy and Long Beach State Code of Conduct (refer to Appendix CE.4.). Also, these policies are outlined in their policy and procedure manual.
  
  The processing of sanctions is addressed first at the team level, then at the university level through the Office of the Vice President for Student Services. The existing policies and practices of the Division of Student Services (DSS) include the time and attention of Counseling and Judicial Affairs personnel within the DSS. The Judicial Affairs personnel within DSS handle individual violations of campus regulations. The Big West Conference also has sportsmanship and conduct regulations that student-athletes must follow during competition and are administered by referees and event managers. Ethical conduct matters are reviewed on a case-by-case basis and sanctions are levied consistent with NCAA policies. On-campus issues are managed by Judicial Affairs, while off-campus issues are governed by the Off-Campus Conduct Policy. At games, individuals who are found to be un-sportsmanlike are warned once and then removed by the event management staff for that game. The event-staff are keenly aware of areas that need to be monitored for possible disruption.
  
  3. Describe the institution’s educational activities/programs in the area of violence, abuse and harassment committed by student-athletes.
  
  The areas of violence, abuse, and harassment are seriously considered by SAR department and are governed by our guidelines of general sportsmanship and ethical conduct. In extreme instances, matters are referred to Judicial Affairs and Student Services. In specified circumstances, student-athletes are referred to the Office of the Ombuds for informal resolution attempts and/or the Office of Equity and Diversity for formal complaints and investigation.
  
  University policies regarding discrimination and sexual harassment are provided to student-athletes in the "Student-Athlete Survival Guide" (page 28), published by the Department of Sports, Athletics and Recreation. The Drug and Alcohol Abuse Policy is also presented in the same manual (page 27). An officer from Campus Police is asked to speak to the student-athletes and coaches each year about violence, abuse and harassment and a consultant is hired each year by the Department of Athletics to speak with all athletes about alcohol abuse. Coaches are not allowed to attend the consultant’s presentation so that the discussion remains confidential.
  
  4. Describe educational activities related to sportsmanship and ethical conduct for student-athletes, coaches, support groups (e.g., alumni, cheerleaders) and all others associated with the intercollegiate athletics program.
  
  The coaches of individual teams are primarily responsible for organizing educational activities related to sportsmanship. A survey of all head coaches was conducted by the Athletics Department and the certification sub-committee on Equity, Welfare and Sportsmanship to assess the scope and nature of educational activities offered to athletes on each team. A majority of coaches report that sportsmanship and ethical behavior is either included within the written team rules or is presented orally by coaches or team captains through team meetings. A small number of coaches report that sportsmanship is promoted by creating a team environment with sportsmanship and ethical behavior as core values. Rewards for good sportsmanship include praise and increased playing opportunities. Punishment for un-sportsmanlike conduct includes verbal warnings, meeting with the coaching staff and loss of playing or practice time. Many coaches report that team rules, enforced through team captains and peers, establish the parameters of fair play. Specific educational activities offered by coaches to their athletes include presentations by the CSULB police on topics such as harassment, violence and abuse.
  
  5. Describe mechanisms the institution has in place to review and monitor the effectiveness of its sportsmanship 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.
  
  Head coaches are primarily responsible for reviewing and monitoring the effectiveness of the sportsmanship and ethical conduct policies and procedures for their teams. While there is no evidence this review involves a formal process for any of the teams, coaches and athletes report in interviews with the certification sub-committee on Equity, Welfare and Sportsmanship that violations of team codes of conduct and ethics are monitored by team captains and coaches. Athletes and coaches alike report few incidences of these violations. The review process most frequently used by teams is to gather the facts, interview the offending athlete and witnesses, make decisions about appropriate punishment (e.g., warnings, suspension) and administer the punishment. In the only reported incident of verbal harassment by a group of student-athletes toward members of the community, an agreement was reached with the complainant whereby the offending athletes were required to attend sensitivity training sessions.
  
  6. Describe specific incidents over the last three years that shed light on the institution’s commitment to the values of sportsmanship 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).
  
  The Athletic Department paid for coaches and administrators to attend the Josephson Institute on Ethics, and an arrangement was made with the CSULB Police Department to provide educational materials and presentations to each team on the topics of harassment, violence and abuse. The event staff is trained by the Athletic Department to manage fan misbehavior during competitions. Examples of recent reported incidents of fan misbehavior requiring further action are noted below.
  Ý In Fall 2002, an incident occurred in which a student-athlete violated the off-campus policy occurred. The Off-Campus Conduct Review Committee was convened and the following sanction was issued: the student-athlete was held out of competition and practice for one week and was required to attend an Alcohol, Tobacco and Other Drugs (ATOD) workshop run by the Student Health Center.
  Ý At a Men’s Volleyball match, a fan was verbally abusive to the visiting team. The individual was warned two times by the Director of Event Management and subsequently removed from the facility for that match.
  Ý At a Baseball game, a CSULB fan went into the visiting team seating section and began to harass their fans. The Event Staff immediately proceeded to move the individual back to his own seat. The fan, however, continued to be abusive to the visiting fans and the Director of Event Management ejected the individual for the rest of the game. This individual came back to subsequent games and was monitored by the event staff very carefully.
  Our event staff is very aware of the crowd and the occurrence of any potentially un-sportsmanlike conduct taking place. Any observance of inappropriate behavior results in an immediate warning the individual and notification to the Director of Event Management. Any further action is at the discretion of the Director of Event Management.
  Recommendations: Athletes participating in Big West Conference sports (Women’s Soccer, Volleyball, Basketball, Softball, Men’s Basketball and Baseball) are currently required to read and sign a Sportsmanship agreement form outlining appropriate student-athlete behavior. It is recommended that all student-athletes sign the same or similar form. This recommendation was implemented in 2002-03 academic year.
  
  

EQUITY, WELFARE AND SPORTSMANSHIP: SELF-STUDY ITEM NOS. 2,3, and 4
FOR OPERATING PRINCIPLE 4.2

Racial or Ethnic Composition
PART A: Athletics and Selected Institutional Personnel

Indicate the number* of individuals in each of the racial or ethnic groups for each personnel group listed below for the three most recent academic years. List the most recent academic year’s data first. [Note: (1) Use the definition of staff members that is included in the certification of compliance forms. (2) "F" refers to full-time staff employees who are considered by the institution as 1 FTE (full-time equivalency) in the athletics department(s) and "P" refers to part-time staff employees who are less than 1 FTE in the athletics department(s)].

		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	0	0	0	1	1	1	0	0	0	0	0	0	7	7	7	0	0	0
Other Professional Athletics Dept Staff	F	0	0	0	1	1	0	7	6	6	2	2	1	16	13	14	0	0	0
	P	0	0	0	0	0	0	0	1	2	0	0	0	5	9	9	0	0	0
Head Coaches	F	0	0	0	0	0	0	1	1	1	0	0	0	9	9	9	2	1	1
	P	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0
Assistant Coaches	F	0	0	0	2	1	2	3	3	3	0	0	0	4	4	3	0	0	0
	P	0	0	0	0	1	1	0	0	0	1	2	0	7	3	1	0	0	0
TOTALS (For Athletics Dept. Personnel)	F	0	0	0	4	3	3	11	10	10	2	2	1	36	33	33	2	1	1
	P	0	0	0	0	1	1	0	1	2	1	2	0	12	12	10	0	0	0
Faculty-Based Athletics Board or Committee Members		0	0	0	1	0	0	0	0	1	0	1	0	17	18	16	1	0	0
Other Advisory or Policy-Making Group Members		0	0	0	2	2	2	0	0	0	0	0	0	22	21	21	0	0	0

Am. Ind./AN — American Indian/Alaskan Native
Asian/PI — Asian/Pacific Islander

*For athletics department personnel serving in more than one capacity (e.g., assistant athletics director and head softball coach), use fractions or decimals in the appropriate athletics staff or coach groups to indicate the approximate percentage of a full-time position devoted to each role, with the understanding that one staff member cannot count as more than one equivalency.

Name of Person completing this chart: ______Tom Angell__________________________________________________________________

Title: ______Director, Staff Personnel Services_________________________________________________ Date: ___10/29/02__________

 

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PART B: STUDENTS GENERALLY AND STUDENT-ATHLETES ON ATHLETICS AID*

Indicate the number of students generally and student-athletes who received athletics aid* (include partial and nonqualifiers who were ineligible for aid) in each of the racial or ethnic groups listed below for the three most recent academic years. List the most recent academic year’s data first. Note: Information for students generally and for student-athletes who received athletics aid can be obtained from the enrollment information items included in the institution’s completed NCAA Division I graduation-rates disclosure forms. The number of students by gender also can be obtained from the Equity in Athletics Disclosure Act survey form.

		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
All Students		158	175	183	6671	6283	6212	1820	1748	1756	6323	5600	5319	9012	8322	7996	1029	913	793
Student-Athletes		3	2	0	14	14	11	30	31	39	17	13	15	111	97	82	35	39	26

Am. Ind./AN — American Indian/Alaskan Native
Asian/PI — Asian/Pacific Islander

*Institutions that do not award athletics aid should compile these data for student-athletes who were recruited, as determined by the institution.

 

 

 

Name of person completing this chart: _______Tom Angell_____________________________________________________________________

Title: ______Director, Staff Personnel Services________________________________________________ Date: ___10/29/02_______________

 

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PART C: MEN’S AND WOMEN’S SPORTS TEAMS

Indicate the number of student-athletes who received aid* (include partial and nonqualifiers who were ineligible for aid) in each of the racial or ethnic groups for each sport group listed below for the three most recent academic years. List the most recent academic year’s data first. [Note: Information concerning student-athletes who received athletics aid by eight sports groups can be obtained from the enrollment information items included in the institution’s completed NCAA graduation-rates disclosure form.]

		Racial or Ethnic Group
		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		1	0	0	0	2	1	1	2	1	2	2	2	17	13	15	4	7	5
Men’s Basketball		0	0	0	0	0	0	8	7	9	0	0	0	2	4	2	3	3	2
Football		---	---	---	---	---	---	---	---	---	---	---	---	---	---	---	---	---	---
Men’s Track/ Cross Country		0	0	0	1	1	0	6	6	8	2	1	0	5	4	2	2	4	3
Men’s Other Sports And Mixed Sports		2	2	0	1	1	0	1	0	0	1	1	3	28	28	20	3	3	2
Women’s Basketball		0	0	0	2	1	1	5	8	8	0	1	2	3	1	1	4	2	3
Women’s Track/ Cross Country		0	0	0	1	1	0	6	4	8	2	1	0	11	5	4	7	5	2
Women’s Other Sports		0	0	0	9	8	9	3	4	5	10	7	8	45	42	38	12	15	9
TOTAL		3	2	0	14	14	11	30	31	39	17	13	15	111	97	82	35	39	26

Am. Ind./AN — American Indian/Alaskan Native
Asian/PI — Asian/Pacific Islander

*Institutions that do not award athletics aid should compile these data for student-athletes who were recruited, as determined by the institution.

**For those sports listed in this column that have not been at the varsity level for three years, indicate in this column the year in which the sport was recognized as a varsity sport.

Name of person completing this chart: ______Tom Angell____________________________________________________________________

Title: ____Director, Staff Personnel Services_________________________________________________ Date:_____10/29/02________

EQUITY, WELFARE AND SPORTSMANSHIP ATTACHMENT NO.2
PROGRAM AREAS TO BE REVIEWED FOR GENDER ISSUES
1. Athletics Scholarships
2. Accommodation of Interests and Abilities
3. Equipment and Supplies
4. Scheduling of Games and Practice Time
5. Travel and Per Diem Allowance
6. Tutors
7. Coaches
8. Locker Rooms, Practice and Competitive Facilities
9. Medical and Training Facilities and Services
10. Housing and Dining Facilities and Services
11. Publicity
12. Support Services
13. Recruitment of Student-Athletes

EQUITY, WELFARE AND SPORTSMANSHIP ATTACHMENT NO. 3
PROGRAM AREAS TO BE REVIEWED FOR MINORITY ISSUES
1. Institutional and Athletics Department Commitment
2. Evaluation
3. Organization and Structure
4. Enrollment
5. Comparison of Populations
6. Graduation Rates
7. Participation in Governance and Decision-Making
8. Employment Opportunities
9. Programs and Activities

EQUITY, WELFARE AND SPORTSMANDSHIP ATTACHMENT NO. 4
PROGRAM AREAS TO BE REVIEWED FOR STUDENT-ATHLETE WELFARE ISSUES
1. Evaluation
2. Organization and Structure
3. Participation in Governance and Decision-Making
4. Programs and Activities

Evaluation and Plan for Improvement

Given the responses to the self-study items on the previous pages, complete the responses below to: (1) indicate (with a yes or no) whether each part of the operating principle exists in the athletics program, and (2) evaluate whether the activities of the athletics program are in substantial conformity with the entire operating principle as a whole. [Note: In completing this assessment, make sure that all relevant information from the other three certification areas is considered, given that some overlap does exist.]

For Operating Principles 4.3 (Student-Athlete Welfare) and 4.4 (Sportsmanship and Ethical Conduct): Where the institution concludes in its evaluation that it does not conform to the operating principle as a whole or to any particular element(s) of the operating principle [as indicated by a "Currently No" response to the element(s)] or that problems or deficiencies exist in this area, outline the institution’s specific plan for improvement, which include/meet the following required elements: (a) in writing, (b) developed through broad-based campus participation, (c) issues/problems identified in the self-study, (d) measurable goals the institution intends to attain to address the issues/problems, (e) step(s) to achieve the goals, (f) the specific timetable for completing the work, (g) individuals/offices responsible for carrying out the actions, (h) institutional approval, and (i) means for funding. [Note: Please see Appendix A, Page 51 for an example format outlining all required elements of a plan.]


4.1. Gender Issues.

	Currently Yes	Found On Page(s)	Currently No
Has the institution:
a. Implemented its approved gender-equity plan from the previous self-study:	X	1-7
b. Provided an explanation from appropriate institutional authorities if its gender-equity plan was modified or not fully carried out?	X	1, 3
c. Demonstrated that it is committed to, and has progressed toward, fair and equitable treatment of both male and female student-athletes and athletics 1-7, 13-14, department personnel?	X	15-22
d. 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?	X	22-25
e. 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?	X	22-25
		Yes	No
On the basis of the yes/no answers above, is the institution in substantial conformity with Operating Principle 4.1 (Gender Issues)?		X

[Note: The institution should not indicate "Yes" regarding conformity with the operating principle as a whole unless it has indicated "Currently Yes" for each element of the operating principle.]

4.2 Minority Issues.

	Currently Yes	Found On Page(s)	Currently No
Has the institution:
a. Implemented its approved minority-opportunities plan from the previous self-study?	X	6-9
b. Provided an explanation from appropriate institutional authorities if its minority-opportunities plan was modified or not carried out fully?	X	6-9
c. Demonstrated that it is committed to, and has progressed toward fair and equitable treatment of all minority student-athletes and athletic department personnel?	X	26-28
d. 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?	X	29
e. 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?	X	28
		Yes	No
On the basis of the yes/no answers above, is the institution in substantial conformity with Operating Principle 4.2 (Minority Issues)?		X

[Note: The institution should not indicate "Yes" regarding conformity with the operating principle as a whole unless it has indicated "Currently Yes" for each element of the operating principle.]

4.3. Student-Athlete Welfare.

	Currently Yes	Found On Page(s)	Currently No
Does the institution:
a. Demonstrate a commitment to the fair treatment of student-athletes, particularly in their academic role as students?	X	30-31
b. Provide evidence that the welfare of student-athletes and the fairness of their treatment is monitored, evaluated and addressed on a continuing basis?	X	31-37
c. Have established grievance or appeal procedures available to student-athletes in appropriate areas?	X	32
d. Provide evidence that the institution has in place programs that protect the health of and provide a safe environment for its 19-21 student-athletes?	X	19-21 32-33
		Yes	No
On the basis of the yes/no answers above, is the institution in substan- tial conformity with Operating Principle 4.3 (Student-Athlete Welfare)?		X

[Note: The institution should not indicate "Yes" regarding conformity with the operating principle as a whole unless it has indicated "Currently Yes" for each element of the operating principle.]

4.4. Sportsmanship and Ethical Conduct.

	Currently Yes	Found On Page(s)	Currently No
Does the institution:
Does the institution: a. Demonstrate that in the area of intercollegiate athletics, it is committed to these fundamental values of sportsmanship and ethical conduct?	X	38-39
b. Have established a set of written policies and procedures for this area?	X	39-40
c. Demonstrate that educational activities related to sportsman- ship and ethical conduct exist for individuals and groups asso- ciated with the intercollegiate athletics experience?	X	40
d. Provide evidence that the effect- tiveness of activities in this area are monitored, evaluated and addressed on a continuing basis?	X	41
		Yes	No
On the basis of the yes/no answers above, is the institution in substan- tial conformity with Operating Principle 4.4 (Sportsmanship And Ethical Conduct)?		X

[Note: The institution should not indicate "Yes" regarding conformity with the operating principle as a whole unless it has indicated "Currently Yes" for each element of the operating principle.]