11 Social Inclusion of Deaf with Hearing Congregants within a Ministerial Setting Comment by Stumme, Clifford James (College Applied Studies & Acad Succ): As you review this sample student paper, please keep in mind that there are some flaws in this paper (as with any piece of writing). However, it is one of the best INDS 400 research proposals received to date, so it is an excellent reference point. Sample Student Comment by Stumme, Clifford James (College Applied Studies & Acad Succ) [2]: Also, remember that what you are looking at is an example of the overall research proposal, not just the literature review. If you are working on your literature review, refer to the portion marked “literature review” and remember that within that literature review portion, there is a unique introduction, body paragraphs, and conclusion. The first paragraph is the introduction for the proposal as a whole, which is different from the kind of introduction you should write for the literature review itself. Also remember that while this research proposal has an abstract, you do not need one for the literature review. Liberty University INDS 400: Knowledge Synthesis for Professional and Personal Development January 3, 2020 Abstract Comment by Stumme, Clifford James (College Applied Studies & Acad Succ) [2]: Notice how the abstract gives a brief overview of the elements of the research proposal without arguing or getting ahead of itself by predicting results. Culture can influence how people interact and the level of inclusion of different cultures in a particular setting.While numerous studies have been conducted examining deaf studies and deaf culture, there is a curious lack of research that has specifically considered the level of inclusion of deaf people in evangelical hearing churches. This research proposal includes an interdisciplinary including a literature review that examines a handful of studies on interactions among deaf and hearing populations to consider challenges of hearing and deaf integration. Examining these diverse perspectives, including Catholic ministry, disability ministry and deaf culture, provides a fresh interdisciplinary perspective to approach the challenges of deaf inclusion in ministerial settings. It was found through this literature review that a gap in scholarly research exists in this area. As further research would be necessary to address this gap, the goal of this research proposal is to conduct a qualitative study for further research by petitioning deaf perspective through online interviews utilizing the social media platform of Facebook. Although a low budget would be necessary, the implications of this research would provide a platform to open community conversation to address challenges and provide ideas on integration of deaf and hearing congregants in evangelical hearing churches. Examining deaf perspectives may provide additional information for fellowship, growth and exposure to the Gospel for deaf congr ...

1. 11
Social Inclusion of Deaf with Hearing Congregants within a
Ministerial Setting Comment by Stumme, Clifford James
(College Applied Studies & Acad Succ): As you review this
sample student paper, please keep in mind that there are some
flaws in this paper (as with any piece of writing). However, it is
one of the best INDS 400 research proposals received to date,
so it is an excellent reference point.
Sample Student Comment by Stumme, Clifford James
(College Applied Studies & Acad Succ) [2]: Also, remember
that what you are looking at is an example of the overall
research proposal, not just the literature review. If you are
working on your literature review, refer to the portion marked
“literature review” and remember that within that literature
review portion, there is a unique introduction, body paragraphs,
and conclusion. The first paragraph is the introduction for the
proposal as a whole, which is different from the kind of
introduction you should write for the literature review itself.
Also remember that while this research proposal has an abstract,
you do not need one for the literature review.
Liberty University
INDS 400: Knowledge Synthesis for Professional and Personal
Development
January 3, 2020

2. Abstract Comment by Stumme, Clifford James (College
Applied Studies & Acad Succ) [2]: Notice how the abstract
gives a brief overview of the elements of the research proposal
without arguing or getting ahead of itself by predicting results.
Culture can influence how people interact and the level of
inclusion of different cultures in a particular setting.While
numerous studies have been conducted examining deaf studies
and deaf culture, there is a curious lack of research that has
specifically considered the level of inclusion of deaf people in
evangelical hearing churches. This research proposal includes
an interdisciplinary including a literature review that examines
a handful of studies on interactions among deaf and hearing
populations to consider challenges of hearing and deaf
integration. Examining these diverse perspectives, including
Catholic ministry, disability ministry and deaf culture, provides
a fresh interdisciplinary perspective to approach the challenges
of deaf inclusion in ministerial settings. It was found through
this literature review that a gap in scholarly research exists in
this area. As further research would be necessary to address this
gap, the goal of this research proposal is to conduct a
qualitative study for further research by petitioning deaf
perspective through online interviews utilizing the social media
platform of Facebook. Although a low budget would be
necessary, the implications of this research would provide a
platform to open community conversation to address challenges
and provide ideas on integration of deaf and hearing
congregants in evangelical hearing churches. Examining deaf
perspectives may provide additional information for fellowship,
growth and exposure to the Gospel for deaf congregants in these
settings. The purpose of this qualitative study on social
inclusion of deaf people is to discover experiences, perspective
and ideas of deaf visitors and attendees in an evangelical
hearing church in a northeastern state of the United States in
order to explore issues, raise awareness and improve practices
within the church for inclusion of the local deaf population.
Keywords: deaf studies, ministry, church,

3. Social Inclusion of Deaf with Hearing Congregants within a
Ministerial Setting
In an age when minority groups are finding much societal
integration, social integration and inclusion of deaf and hearing
congregants within the context of evangelical ministerial
settings creates a unique challenge for ministry leadership who
seek to provide opportunities for inclusion of deaf with hearing
congregants for fellowship and spiritual growth in local
communities. The purpose of this study in examining existing
research from diverse perspectives through an interdiscipl inary
approach was to identify the gap in scholarship regarding deaf
inclusion in evangelical hearing churches. A handful of studies
have examined interactions among deaf and hearing populations
from a number of perspectives, which prove beneficial when
examining the subject through Deaf Studies and Ministry lenses.
The goal of this research is to propose further study in order to
address the gap in research through opening the community
conversation to deaf perspective. In consideration of the diverse
perspectives examined, including mainstreamed deaf and
hearing college students, deaf inclusion in Catholic ministry and
ministry to teens with disabilities, an opportunity to approach
the subject from an interdisciplinary vantage point to address
this gap in scholarship exists and reveals the need for further
study regarding inclusion of deaf in ministerial settings in
evangelical hearing churches and initiate a community
conversation. Comment by Stumme, Clifford James (College
Applied Studies & Acad Succ) [2]: This thesis statement is a
little long, but notice how it establishes the topic, the research
question, and the gap all while proposing future research?
Remember that this is a research proposal, so your thesis should
propose research.
Literature Review Comment by Stumme, Clifford James
(College Applied Studies & Acad Succ) [2]: Notice how there is
an introduction before the literature review? When you write
your literature review, only write the literature review’s
individual introduction (modeled just below here). Wait to write

4. the overall introduction to your research proposal in the
research proposal assignment in a later week.
Culturally deaf people in the United States define themselves by
their shared experiences and language as a cultural and
linguistic minority group. However, many in the hearing
community perceive people who are deaf as disabled and see
what they cannot do over what they can do in spite of not
having the ability to hear. These differing perspectives impact
inclusion of deaf people in ministerial settings. Portolano
(2015) examined one such setting in a study conducted on the
history of deaf Catholics from 1949 to 1977, noting the struggle
for inclusion in parish life. This study found a robust field of
scholarship in America in deaf studies while noting there still
exists a curious lack of studies on the experience of deaf
Catholics in the United States and few studies acknowledging
deaf Catholics as a minority group (Portolano, 2015). The study
found differing perspectives in the deaf Catholic community
where some saw deafness as a disability that needed
intervention and others viewed it as a cultural and linguistic
minority group, noting that while some progress has been made,
isolation and inequality among the hearing continued to present
closed doors for the deaf (Portolano, 2015). Recognizing
deafness as a cultural and linguistic minority while actively
seeking that deaf perspective be added to the conversation may
provide insight toward ministerial inclusion and integration in
hearing congregations for this people group.
Another interdisciplinary perspective to be considered is one of
ministry with people with disabilities. While deaf people do not
view themselves as disabled, insight can be gained in reviewing
research conducted around this type of ministry. Jacober (2007)
studied experiences of families of teens with disabilities with
church ministries with the purpose of raising awareness and
interest in ministry for this group. In this study, Jacober (2007)
administered interviews across nine states between 2004 and
2006 with the parent or parents of 17 families with an
adolescent with a disability. The results indicated common

5. themes including feeling ignored, being overlooked and feeling
that people made no attempt to engage the persons with
disabilities (Jacober, 2007). While the need for integration is
evident for people with disabilities, including and raising
awareness of deaf perspective through interviews can bring a
fresh perspective in considering inclusion of the deaf in
ministerial settings.
Another perspective considered in the nature of deaf and
hearing interaction is found in research concerning deaf and
hearing student populations mainstreamed together in colleges.
One such study by Foster and DeCaro (1991) examined social
interaction levels and communication barriers between deaf and
hearing students living on mainstreamed dorm floors at the
Rochester Institute of Technology in which the goal was to
promote interaction between deaf and hearing college students.
They found that deaf students were more likely than hearing
students to focus on the opportunity of interacting with their
hearing counterparts in choosing to live in the mainstreamed
setting, whereas the hearing students focused on the dorm’s
physical benefits for determining the choice (Foster & DeCaro,
1991).
Through interviews with students, they also found that students
noted that an attempt to communicate drew people together and
intentional persistent attempts resulted in mutual respect (Foster
& DeCaro, 1991). They found that hearing student perceptions
on deafness were seldom based on experience with deaf people
and many had no experience with deaf people, while deaf
students brought varied experience with the hearing world with
them (Foster & DeCaro, 1991). They found that fear was a
common factor in which primarily hearing students had a fear of
the unfamiliar and unpredictable nature of relating to deaf
students (Foster & DeCaro, 1991). Considering this perspective
and the similar goal of promoting interaction between deaf and
hearing in evangelical church settings can shed light on
perceptions of deaf and hearing church congregants.
Additionally, deaf students noted the snobbery of the hearing

6. students and noted their unfriendliness and refusal to strive for
communication (Foster & DeCaro, 1991). Both populations
experienced embarrassment and discomfort; however Foster &
DeCaro (1991) found that most concluded that deaf and hearing
could live side by side without much difficulty. Deaf students
also noted that respect from the deaf were given to the hearing
for attempts to learn sign language and Deaf culture (Foster &
DeCaro, 1991). Another study by Miller (2010) examined the
epistemological perspectives of deaf and hearing perspectives in
their understanding of deaf people, their language of ASL, their
culture and views of the hearing world’s treatment of deaf
people. Examining how deaf and hearing interact and perceive
one another contributes fresh perspective to deaf inclusion in
the ministerial setting of the hearing church and demonstrates
the need for further research in the deaf perspective in these
settings. Comment by Stumme, Clifford James (College
Applied Studies & Acad Succ) [2]: Notice how the author is
synthesizing multiple sources into a single paragraph about one
topic! This is ideal in a lit review.
Another study by Carter, Bumble, Griffin and Curcio (2017)
was conducted to investigate how congregation members
perceived how to foster a sense of inclusion and support among
people in the congregation who had teenagers with disabilities.
In this study, Carter et al. (2017) used “communication
conversation” events in two locations in a southeastern state in
the United States, analyzing over 1,000 ideas generated by 175
participants. They found that community dialogue revealed
recommendations including family supports, hospitality
initiatives, awareness efforts and intentional reflection and
teaming within ministerial leadership as pertaining to presenting
needs (Carter et al., 2017). They also found congregants had a
number of ideas for supporting the involvement of teenagers
with disabilities including worship services, religious
education, small groups and other inclusive congregational
activities (Carter et al., 2017). These findings from community
conversations regarding populations of people with disabilities

7. highlight possibilities for community dialogue including deaf
perspective regarding deaf integration and inclusion in
ministerial settings of hearing churches. Comment by Stumme,
Clifford James (College Applied Studies & Acad Succ) [2]: And
here it happens again!
The purpose of this literature review was to consider diverse
perspectives including mainstreamed deaf and hearing college
students, deaf inclusion in Catholic ministry and ministry to
teens with disabilities with an interdisciplinary approach. In
studying these varied perspectives, it becomes significant to
note the gap in scholarship pertaining to the study of inclusion
and integration of deaf people in ministerial settings in
evangelical hearing churches. Much scholarship exists in the
area of deaf studies including deaf culture and mainstreaming
deaf in hearing educational settings, but there remains a lack of
interdisciplinary perspective of the topic of inclusion and
integration of the deaf in the evangelical ministry setting. While
scholarship mentions ministry with teens with disabilities and
Catholic ministry with the deaf, it is curiously silent regarding
this issue. Comment by Stumme, Clifford James (College
Applied Studies & Acad Succ) [2]: Notice how she calls
attention to the research gap.
Methodology
Twenty deaf people who have visited and/or attended an
evangelical church of 1,000 congregants in the northeastern
United States will be interviewed utilizing a specific list of
questions through a private Facebook platform (Jacober, 2007).
Questions regarding how to foster a sense of inclusion and
support, recommendations for awareness efforts and ideas for
involvement will be asked (Carter et al., 2017). Indivi dual deaf
people who have visited or attended the church will be sent a
private Facebook invitation to participate and offered an
incentive gift certificate to a local restaurant in order to
increase response rate. Permission from the individual
interviewees will be attained. The online platform was chosen
for the comfort of the interviewees to use their first language

8. ASL for responses as many deaf people regularly use Facebook
to discuss issues and are familiar and comfortable with this
platform. As ASL is a visual language and facial expressions
and gestures are important, the video recording will capture the
content for later viewing with the added benefit of alleviating
the distraction of the interviewer’s presence.
Each of the recorded interview responses will subsequently be
interpreted by an ASL interpreter and transcribed for the
researcher for further study. If there is a participant response to
a particular question that is different from the responses of
other participants, a follow-up in-person interview will be
requested of that participant to allow an opportunity for more
understanding of the response. An ASL interpreter would be
present for follow-up face-to-face interviews. The resulting
qualitative data from all interview responses and follow-up
interviews will be analyzed for patterns and trends. Although in
a small sample of twenty participants, drawing of statistical
conclusions will not be possible, a coding process will be used
to measure common responses and patterns. This coding will
thus be used to create a presentation table to display common
responses for analysis by the researcher and presentation to
churches. Comment by Stumme, Clifford James (College
Applied Studies & Acad Succ) [2]: A really good model for a
simple methodology follows this pattern:
Explain who/what your sample population is
Explain your intervention/analysis/independent variable
Explain how you will collect data
Explain how you will analyze the data
Explain what a significant result will look like by comparing it
to normal or your base (i.e. “one result will be higher than
another”)
Rationale
Research in the local perspectives and ideas from a deaf cultural
perspective is important to study because findings will impact
deaf inclusion in the local evangelical church setting. The
purpose of this qualitative study in a northeastern state in the

9. United States is to discover the experiences of the deaf in a
hearing church setting and opportunities for their integration
within the church (Jacober, 2007). The main objective hoped to
be accomplished in this study is to determine specific ideas
from a deaf cultural perspective regarding deaf inclusion in the
hearing evangelical church setting, bringing more understanding
to the hearing community regarding deaf culture and
recognizing deaf input into the conversation of integration. This
study aims to address the difference in the deaf cultural
perspective with the goal of integrating deaf congregants in the
hearing ministerial setting and striving toward social inclusion,
while discovering the value deaf people add to the community
of believers (Kyle, 1988). By giving the deaf a voice in the
conversation, the local deaf have the opportunity to become part
of the community of believers and contribute a unique value to
that community (Kyle, 1988). The goal is to foster meaningful
input of deaf perspective that leads to inclusion of deaf
congregants in the evangelical hearing church setting (Kyle,
1988). Seeking to add cultural deaf perspective to the
conversation can promote deaf-hearing integration and inclusion
with the goal of uncovering the value and unique contributions
deaf individuals have to add to the community of believers
(Kyle, 1988).
Findings will be provided to the church leadership teams of
northeastern churches in the United States that have attempted
to provide sign language interpreters for deaf congregants.
Results of analysis of interviews will be presented to church
leadership teams with the intention to understand the
perspective of the deaf community and to help identify
opportunities and ideas for inclusion. This study seeks to
explore issues and raise awareness to improve practices within
the church for inclusion of the deaf population in order to
provide opportunities for fellowship, growth and access to the
Gospel (Jacober, 2007). While much scholarship exists
regarding deaf studies and deaf culture, there is a notable lack
of research regarding deaf culture from an evangelical

10. ministerial perspective. As church leadership teams in
northeastern churches seek to include and minister to deaf
congregants, ample opportunity exists to reach and foster
inclusion of this marginalized minority group in local
evangelical Christian ministries. Comment by Stumme,
Clifford James (College Applied Studies & Acad Succ) [ 2]: In
your rationale, avoid assuming the result of your study or
arguing for one result. Instead, focus on explaining why asking
the question is important (why the gap should be filled)
regardless of what the answer will be.
Conclusion
Examining diverse perspectives in Deaf Studies and Ministry in
the literature review revealed a gap in scholarship regarding the
social inclusion of deaf people in evangelical church settings
and presented an opportunity to approach the subject from an
interdisciplinary vantage point while revealing a need for
further study. Cultural deaf perspective in the literature review
revealed varied perspectives of the definition of deaf culture as
some view deafness as a disability and some view it as a
cultural and linguistic minority. Differing perspectives of deaf
and hearing congregants of evangelical hearing churches
presents an opportunity for more understanding through
community conversation that will foster social inclusion and
integration of deaf congregants. The goal of this research
proposal is to add deaf perspective, experiences and ideas to the
community conversation to raise awareness and fresh
perspective. Determining specific ideas from a deaf cultural
perspective regarding deaf inclusion in the hearing evangelical
church setting can bring more understanding to the hearing
community while including deaf contribution in the community
conversation. Understanding deaf cultural perspective on issues
of inclusion in local churches will allow leadership of hearing
churches to more readily assess the convergence of deaf and
hearing congregants and more successfully approach challenges
associated with including this minority group in ministerial
settings. Comment by Stumme, Clifford James (College

11. Applied Studies & Acad Succ) [2]: In your conclusion,
summarize the elements of your proposal and explain again why
this question is important to ask keeping in mind that your
audience is scholars. So filling the gap (as long as it’s an
important gap) is really important to them.
References
An Ecological Model of Social Interaction between Deaf and
Hearing Students within a Postsecondary Educational Setting.
(1991). Disability, Handicap & Society, 6(3), 181-201.
Comment by Stumme, Clifford James (College Applied
Studies & Acad Succ) [2]: Note that there are some issues with
the references formatting in this student paper, but the
formatting of the second one has been improved to model what
a journal article reference should look like.
Antia, S. D., & Kreimeyer, K. H. (1996). Social interaction and
acceptance of deaf or hard-of-hearing children and their peers:
A comparison of social-skills and familiarity-based
interventions. Volta Review, 98(4), 157-80.
Carter, E., Bumble, J., Griffin, B., & Curcio, M. (2017).
Community Conversations on Faith and Disability: Identifying
New Practices, Postures, and Partners for Congregations.
Pastoral Psychology, 66(5), 575-594.
Jacober, A. E. (2007). Ostensibly Welcome: Exploratory
Research on the Youth Ministry Experiences of Families of
Teenagers with Disabilities. Journal Of Youth Ministry, 6(1),
67-92.
Kersting, S. A. (1997). Balancing Between Deaf and Hearing
Worlds: Reflections of Mainstreamed College Students on
Relationships and Social Interaction. Journal Of Deaf Studies &
Deaf Education, 2(4), 252-263.
Kyle, J. G., & Pullen, G. (1988). Cultures in Contact: deaf and
hearing people. Disability, Handicap & Society, 3(1), 49-61.
Miller, M. S. (2010). Epistemology and People Who Are Deaf:
Deaf Worldviews, Views of the Deaf World, or My Parents Are
Hearing. American Annals Of The Deaf, 154(5), 479-485.

12. Portolano, M. (2015). "Shun not the struggle": The Language
and Culture of Deaf Catholics in the U.S., 1949-1977. U.S.
Catholic Historian, 33(3), 99-124.
INDS 400
Literature Review Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced 90-100%
Proficient 70-89%
Developing 1-69%
Not present
Content
32 to 35 points
Literature review is thorough, unbiased, and portrays a holistic,
well thought-through perspective on the topic.
25 to 31 points
Literature review attempts but sometimes fails to maintain an
objective, interdisciplinary perspective on the topic.
1 to 24 points
Literature review lacks interdisciplinary focus; information is
poorly presented or not in the form of a literature revi ew.
0 points
Not present
Research
32 to 35 points
Literature review contains sources from all disciplines involved
and leaves no gaps or unanswered questions.
25 to 31 points
Literature review leaves some questions unanswered, fails to
research some disciplines, or contains 1-2 non-scholarly or
irrelevant sources.
1 to 24 points
Literature review is based largely on untrustworthy, irrelevant,

13. or non-scholarly sources, and some disciplines are not
represented.
0 points
Not present
Structure 30%
Advanced 90-100%
Proficient 70-89%
Developing 1-69%
Not present
Grammar, Punctuation, Spelling, and Formatting
27 to 30 points
Few mistakes are evident.
21 to 26 points
Mistakes detract somewhat from the information being
delivered.
1 to 20 points
Mistakes promote confusion or show a lack of professionalism.
0 points
Not present
Literature Review Instructions
Prompt: In 1,000-1,500 words and using at least seven scholarly
sources, create a literature review of the scholarship and
research gap around the topic of your research proposal.
Requirements:
1. A literature review accomplishes two main things: it
summarizes the context of other scholar’s work related to your
topic, and it identifies the research gap that you propose to fill.
2. You must include an introduction paragraph with a literature
review purpose statement, body paragraphs that each center
around a sub-topic related to your research proposal, and a
conclusion paragraph that summarizes your literature review
and emphasizes the presence of the research gap you have

14. identified.
3. You must use third person
4. Your grammar, spelling, and punctuation should be flawless.
Visit the Liberty University writing centers if you want extra
help:
https://www.liberty.edu/academics/casas/academicsuccess/index
.cfm?PID=38382
5. APA formatting is required, but do not include a title page or
abstract.
Additional Suggestions:
1. The research gap is the lack of knowledge surrounding the
research question you have chosen. You should definitely
mention this in the conclusion but can also mention it in your
purpose statement and in your body paragraphs.
2. A literature review purpose statement is just like a thesis
statement in some ways. It belongs at the end of your
introduction paragraph, and it gives the focus of the lit review,
but in a lit review, you are not arguing to make a point. You are
summarizing relevant research and identifying your research
gap, so your purpose statement should reflect that. Here is an
example of what one may sound like: While much research has
been done on (broader topic), a research gap remains
surrounding (your specific question).
3. If you cannot find a source that is a perfect fit for your topic,
that is actually a good thing! It means your research question is
original and has not already been studied. Find sources that are
mostly or at least partially related, but if you find a source that
is a perfect fit, that is a red flag.
4. To choose topics for your lit review body paragraphs, break
your research question down into key sub-topics. For example:
if you are studying whether listening to classical music makes
kindergarteners run faster, you might pick the following sub-
topics: influence of music on exercise intensity, studies on
running training for young children, classical music effects on
kindergarteners, etc. In each case, you can look up relevant

15. studies, report those results and why they are relevant, and then
identify where the research gap still remains.
5. A key aspect of a literature review is synthesis! There may be
times where it makes sense to discuss just one source in a
paragraph, but generally your paragraphs should be focused on a
sub-topic and pull from multiple sources to illustrate where the
scholarly literature is in studying that sub-topic.
6. When you summarize sources, use lots of citations! Citation
density is a powerful way to show that you are not just giving a
shallow or basic overview of a topic.
7. Remember that your hypothetical readers are scholars who
already know the basics. Get detailed with your sources and
avoid explaining basic things that scholars in the field would
already know.
8. Do not argue for a point or show bias! It will be VERY
tempting to argue for your point, but you should not argue in
your literature review, only observe. Remember that the whole
point of a research proposal (which your literature review is
part of) is just to propose that a question be asked, not to argue
that you know the answer. If you already know the answer, why
even bother proposing asking it?
9. Identify the most up-to-date research on your topic. Find the
newest sources you can!
10. Do not use your introduction to introduce your topic;
instead, introduce the idea of the research on it. When you
finish your Research Proposal in Week 7, you will have to write
an overall introduction paragraph, and that one will introduce
the topic itself. So, for now, introduce the literature review
specifically. Introduce the idea of reviewing scholarship and the
sub-topics you will be studying, include your statement of
purpose, and keep it short!
11. Refer to the textbook and journal articles for information on
and examples of literature reviews. Reading other, professional
lit reviews is the best way to get better at writing yours.
Clifford Stumme

16. INDS 400
1 February 2021
Financial Literacy of NCAA Division-I Football Players
Topic: How do mandatory financial literacy programs positively
impact NCAA Division-I football players during and after their
time in college.
Sample: NCAA Division-I football team. The Liberty University
Football Team will be used as the sample for this assignment.
Independent Variable: Provide all members of the Liberty
University Football Team with a pre and post financial literacy
assessment.
Dependent Variable: To select a 75 member core group of the
Liberty University Football Team to present a comprehensive
financial literacy presentation after the pretest and before the
post test.
Hypothesis: The 75 members of the Liberty University Football
Team who participated in the comprehensive financial literacy
presentation will score higher on the posttest than the players
who did not participate in the financial literacy presentation.
Research Question: Do mandatory financial literacy programs
positively impact NCAA Division-1 football players during and
after their time in college?
Disciplines Incorporated: Sport Management and Business
Justification: Mandatory financial literacy programs positively
impact Division-1 football players because there is currently a
lack of basic financial skills in young adults. Division-I football
players receive stipend, cost of attendance, and potentially other

17. grants that provide them with a substantial amount of money
each month. Without having the proper knowledge of how to
spend it or how to save it, football players are making key
financial mistakes. By using a Sport Management and Business
perspective, this research will be able to focus on the tendencies
of NCAA Division-I student-athletes, as well as the best
financial literacy practices to help them be successful during
and after school.
References
https://search.proquest.com/docview/2295960349?pq-
origsite=summon#
https://journals.iupui.edu/index.php/jlas/article/view/22301
After feedback from my professor, I have decided to change my
topic. The topic I chose to research is, “How do mandatory
financial literacy programs positively impact NCAA Division-I
student-athletes during and after their time in college?”
The purpose of this journal article is to understand that the
NCAA student athletes’ benefits of having a cost of
attendance(COA) are very important to students enrolled in
school; covering many different expenses such as off campus
meals or any specific item they are needing while on
scholarship. Each institution has a different amount of money
allotted to give to each student athlete on scholarship.
Citation: Tutka, P. M., & Williams, D. (2017). The Expensive
Truth: The Possible Tax Implications Related to Scholarship

18. and Cost of Attendance Payments for Athletes. Journal of Legal
Aspects of Sport,27(2), 145-161. doi:10.1123/jlas.2016-0008
Another article I found that will help me with my research is
one that dives into the importance of NCAA student athletes
being financially healthy and not being worried while attending
their collegiate years as a student athlete. An example the
article mentions is that some student athletes have lower
financial stability than others; making it hard for them to feed
themselves or provide extra spending money.
Citation: Mccoy, M. A., White, K. J., & Love, K. (2019).
Investigating the financial overconfidence of student-athletes.
Sport, Business and Management: An International Journal,9(4),
381-398. doi:10.1108/sbm-10-2018-0091