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  1. 1. Duke University A view of Academics and Athletics
  2. 2. Duke University • Private research University • Founded in 1838 • Present day faculty- 2,877 • Present day students – 13,457
  3. 3. Duke University Mission Statement • “The mission of Duke University is to provide a superior liberal education to undergraduate students, attending not only to their intellectual growth but also to their development as adults committed to high ethical standards and full participation as leaders in their communities; to prepare future members of the learned professions for lives of skilled and ethical service by providing excellent graduate and professional education; to advance the frontiers of knowledge and contribute boldly to the international community of scholarship; to promote an intellectual environment built on a commitment to free and open inquiry; to help those who suffer, cure disease, and promote health, through sophisticated medical research and thoughtful patient care; to provide wide ranging educational opportunities, on and beyond our campuses, for traditional students, active professionals and life-long learners using the power of information technologies; and to promote a deep appreciation for the range of human difference and potential, a sense of the obligations and rewards of citizenship, and a commitment to learning, freedom and truth. • “By pursuing these objectives with vision and integrity, Duke University seeks to engage the mind, elevate the spirit, and stimulate the best effort of all who are associated with the University; to contribute in diverse ways to the local community, the state, the nation and the world; and to attain and maintain a place of real leadership in all that we do.”
  4. 4. Undergraduate Studies • Undergraduates study in two schools. • Trinity College of Arts and Sciences – Offers and more broad focus of learning, or a structured one with the FOCUS Program. • Pratt School of Engineering – Emphasizes undergraduate research .
  5. 5. “Duke has a New Model of Education called, Making a Difference because that’s what our motto is, changing the world!”
  6. 6. Executive Summary of the strategic plan before it got underway Chapter 1:Began to discuss the Chapter 6: Explains Chapter 2: Gives an history of the school, distinctive the high priority for analysis of the plan identity and the areas most campus to Duke has to do, of one strengthen its local, needed to improve. that all universities regional and international can follow but leads Chapter 3: Discusses the partnership its own righteous affirmation of the five path. enduring themes and how Chapter 7 & their manifested in their Chapter 4: details everyday activities. Each Chapter 8 strategies to achieve six theme gives a beauty to the goals to make the school as a whole. school, university, students and faculty happy and better. Chapter 5: Presents plans for facility infrastructure to support academic goals.
  7. 7. 1.Attract and retain outstanding faculty . Working with an above normal $100 million budget. 2.Help build on student academic knowledge and make connections with the world. 3.Transform the campus with new and improved facilities 4. Increase the art and attract people to cultural events 5. Recommit to diversity and access. More than 1/3 are students of color and the Afam faculty have doubled.
  8. 8. Duke University Athletics
  9. 9. Athletic Mission Statement • Duke University is committed to excellence in athletics as part of a larger commitment to excellence and education. The guiding principle behind Duke’s participation in Division I athletics is our belief in its educational value for our students. Intercollegiate athletics promotes character traits of high value to personal development and success in later life. These include the drive to take one’s talents to the highest level of performance; embracing the discipline needed to reach high standards; learning to work with others as a team in pursuit of a common goal; and adherence to codes of fairness and respect. Athletics also plays an important role in creating a sense of community in the University.
  10. 10. Mission Statement • Duke’s mission defines expectations both on the field and off. In the name of excellence, Duke aims for a level of athletic performance that will frequently produce winning seasons and the realistic opportunity to compete for team or individual championships. Our mission also requires that Duke athletes be students first, that they be admitted with careful attention to their academic record and motivation, that they benefit from Duke’s educational programs and make satisfactory progress toward a degree, and that their attrition and graduation rates be comparable to those of other students . Duke is also committed to the physical and emotional well-being of student-athletes and to the social development of the whole person. We recognize that great demands are placed on students who participate in intercollegiate athletics, and we are committed to providing support to help them manage these demands and get the most out of their Duke experience. Athletes are also expected to adhere to a level of conduct that brings credit to themselves and the University and uphold the values of citizenship and service.
  11. 11. Mission Statement • Duke’s intercollegiate program shall be composed of nationally or regionally recognized sports that meet the needs, interests, and abilities of male and female students; that provide adequate institutional collateral benefits; that reflect due regard for the athletic traditions of Duke University and the Atlantic Coast Conference; and that fall within the financial capabilities of Duke University to fund at adequate levels.In view of the health and educational value of athletics, in addition to varsity programs, Duke will create rich opportunities for participation in club sports, intramurals, and individual exercise and recreation.The mission of the athletics program ultimately is that of Duke itself: “to engage the mind, to elevate the spirit, and stimulate the best effort of all who are associated with the University.
  12. 12. Accreditation
  13. 13. Southern Association of Colleges and Schools •Institutionally accredits Duke University •Criteria to be accredited •Standards that they look for in a school
  14. 14. Duke’s Accrediting Process •Done once every 10 years •Accreditation Team •Compliance Certification and Quality Enhancement Plan •Must complete self study every year •Every Five years a quality assurance team comes
  15. 15. Current Accreditation • Currently going through their 10 year review SACS 10 years Accreditation Board of Engineering and Technology 6 years American Assembly of Collegiate Schools of Business 10 years American Bar Association 7 years American Chemical Society 5 years American Medical Association 7 years Accreditation Review Commission on Education for the Physicial Assistant 5 years Commission on Accreditation of Oplhthalmic Medical Programs 7 years National Accrediting Agency for Clinical Laboratory Sciences 7 years American Physical Therapy Association 8 years American Psychological Association 7 years Association for Clinical Pastoral Education 10 years Association of Theological Schools in the United States and Canad 10 years National Council for Accreditation of Teacher Education 7 years North Carolina Department of Public Instruction 7 years Commission on Collegiate Nursing Education 10 years North Carolina Department of Public Instruction 7 years Society of American Foresters 5 years 15
  16. 16. National Collegiate Athletics Association Indianapolis Governing Structure Unique Structure Setup Several volunteers 350 Paid Members
  17. 17. National Collegiate Athletics Association • Specifics in Division I athletics • Specifics in Division II athletics • Specifics in Division III athletics
  18. 18. National Collegiate Athletics Association • Diversity encouragement- Diversity Workshops • Associated clubs- Black Coaches Association, It Takes a Team, Women’s Basketball Coaches Association, Institute for Diversity and Ethics in Sport • Title IX “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subject to discrimination under any educational program or activity receiving federal financial assistance.” • Emerging women’s sports • Enforces Ethics
  19. 19. The Fallacy of the Student Athlete ?!?!? -Student Athletes receive preferential treatment… False Athletes have demanding schedules that sometimes require them to have scheduling conflicts. - Professors give Student Athletes unfair or unearned grades … False, athletes may have to make up certain assignments because of their administratively excused absences -Student Athletes have students or tutors that take tests for them… Coaches and academic services staff take extra precautions (class- checks and proctor off campus tests) - Boosters buy Student Athlete’s grades… False, ask any professor on any campus if they have ever been paid, given money or bribed to give a student a higher grade.
  20. 20. DUKE Student-Athlete Support Services Program The Student-Athlete Support Services Program exists to provide a supportive environment for student-athletes. The fundamental premise that underlies all else in the Department of Athletics is that each varsity athlete is first and foremost a student. The mission of the student-athlete support program is to assist student-athletes in reaching their full potential. The program assists student-athletes in finding and maintaining a balance between the demands of athletics and academics and in preparing for “life after sport”. Through collaboration and integration with campus resources; programs and services are designed to enhance student-athletes’ overall development, well- being, and undergraduate experience.
  21. 21. DUKE Student Athlete Tutoring Program For Tutors: Students will contact you directly to make an appointment for tutoring. Ask a student how much time they will need with you and what class/material they need help with. Do not be afraid to tell them how much time you have available and what you are comfortable tutoring. Outlining expectations is an initial step that is crucial in this process. For each week that you work with a student, tutors must turn in a tutor timesheet, downloaded from this site. The form must be submitted an administrator in the Schwartz-Butters Building by 4:30 pm EVERY TUESDAY. Tutors WILL NOT be paid for timesheets older than 30 days. Please indicate on your timesheet if a student fails to complete appointments or is consistently unprepared. The current hourly rate for tutors is $12.00 for graduate students and $8.50 for undergraduates. Tutors will receive time-and-a-half pay rate for tutoring groups of three or more students. In order to be paid you must complete the proper paper work and tax forms. Before tutoring sessions begin, tutors must make it clear to all student athletes that there should be an outline or agenda of what will be accomplished for each tutoring session. Effective sessions should take no more than two hours. Maintenance of academic integrity is of paramount importance in any educational endeavor and is the fundamental principle that guides the tutoring program in the Duke Department of Athletics. It goes without saying that a tutor should not do work for student-athletes or provide any level of help that causes the tutor discomfort. In addition, they should report to an administrator any student who asks for, or seems to expect, excessive or inappropriate assistance.
  22. 22. DUKE Student Athlete Tutoring Program (cont.) For Students: This service is for student athletes ONLY. Do not contact a tutor unless you are attending class regularly AND have first met with your instructor to talk about your difficulties in the course. Check the list of tutors below for a tutor that can help you. Contact a tutor on the list below via email to set up a time and location that is convenient for both of you. Realize that some tutors may not be available when you are available. If so, contact another tutor on the list or communicate with your team’s academic coordinator. Also, always contact your team’s academic coordinator if you have a problem with a particular tutor.
  23. 23. Johnson/Campbell Academic Center The $15.2 million Michael W. Krzyzewski Center - Dedicated to Academic & Athletic Excellence is a first-class athletics complex designed to inspire, enhance and celebrate Duke University’s extraordinary student-athletes in all 26 intercollegiate sports.
  24. 24. Academics on Athletics
  25. 25. NCAA Freshman Eligibility Requirements • 16 Core Courses – 4 yrs English – 3 yrs Mathematics (Algebra I or higher) – 2 yrs Natural/Physical Science (1 yr lab) – 1 yr Additional English, Math, Natural/Physical Science – 2 yrs Social Science – 4 yrs Additional Courses (from area above, foreign language, or non-doctrinal religion/philosophy)
  26. 26. NCAA Freshman Eligibility Requirements (Cont.) • NCAA Division I GPA/Standard Test Sliding Scale – GPA – SAT (combined Verbal and Math) – ACT (all 4 sections combined) GPA SAT ACT 3.500 420 39 3.000 620 52 2.500 820 68 2.000 1010 86
  27. 27. Duke University Admissions • No minimum standardized test requirement • No class rank requirement • Typical students admitted into Duke – 1200 SAT – Top 15%
  28. 28. Admissions Effect on Recruiting • School’s Admissions Office trumps NCAA if the athlete is deemed eligible by NCAA • Duke’s competitive admissions makes for selective recruiting in athletics • Duke “recruits itself” to the “type” of athlete that is interested in the university • Typical Duke recruit is an engaged, quality student
  29. 29. NCAA Academic Progress Report (APR) • APR is based on a team’s statistics in student-athlete eligibility, retention, and graduation • When a student-athlete leaves the program as academically ineligible it counts against the team’s APR number • Out of a 1000 point scale • > 926: No NCAA sanctions • 925 – 901: Temporary loss of scholarships • < 900: Heavy NCAA sanctions (loss of scholarships, ban of post-season play, restricted practice hours)
  30. 30. Duke APR Numbers
  31. 31. Duke APR Numbers (cont.)
  32. 32. Duke APR Numbers (cont.)
  33. 33. Effect of APR on Duke Athletics • Very little effect on Duke Athletics • “[Duke University student-athletes] are athletes that go to Duke on their own academic merit” – Cindy Hartman (Asst. AD @ Duke) • Therefore, do not need much assistance with meeting NCAA requirements • More of an effect on other schools, such as, the University of Dayton