Colorado University Athletics
INTERIM CERTIFICATION REPORT
University of Colorado-Boulder
Interim-Report Instrument
INTRODUCTION
- Name of institution: University of Colorado-Boulder
- Date of first-cycle evaluation visit: April 1997
- Original certification-status decision (and date) rendered by the NCAA Committee on Athletics Certification and subsequent actions or changes in certification status (if any) made by the committee: Certified on October 19-20, 1997
- Changes in key senior-level positions (institution or athletics program) since the first-cycle evaluation visit:
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Institutional personnel changes - President, Dr. Elizabeth Hoffman Recent Institutional Reorganization -January 2001 - Attachment P Athletic Program changes - Sr. Associate AD - Major Gifts, John Meadows CU Athletic Department Organizational Chart - Attachment Q |
- Significant changes impacting the institution and/or athletics program (e.g., conference affiliation, sports sponsorship, changes in admissions standards, significant changes in graduation rates, changes in fiscal stability/condition of the athletics program) since the first-cycle evaluation visit: Elimination of "Wild Card" Admissions process for student-athletes
- Date of NCAA major infractions case (if any) since first-cycle evaluation visit and impact (if any) on the areas in the institution's previous self-study: NA
University of Colorado-Boulder
NCAA Interim Certification Report
April 2001
No. 1 All actions the institution has completed or progress made since its first-cycle evaluation visit related to areas in which the NCAA Committee on Athletics Certification identified as "corrective actions" (if any), conditions" (if any) and "strategies for improvement" (if any). Specifically include: (a) the original "corrective action," "condition," or "strategy;" (b) the action(s) taken by the institution; (c) the date(s) of the action; (d) action(s) not taken or not completed; and (e) explanation(s) for partial completion.
The NCAA Committee on Athletics Certification, October 1997, determined that the institution is required to address the following "strategies for improvement:"
- Analyze, explain and address (through specific plans for improvement) the graduation rates of minority football student-athletes, consistent with the provisions of Bylaw 23.2.2.2. Appropriate academic authorities of the institution under clearly established and approved policies must conduct the review.
Response:
Academic Integrity
Self-Study Item #9, Operating Principle 2
(a) NA
(b) In regard to this item, the University was expected to submit to the Committee on Athletics Certification, as soon as practicable but not later than September 15, 1998, evidence that the institution had taken the required action(s).
By letter of September 14, 1998 [Attachment A], the University notified the Committee on Athletics Certification that the University had organized a Graduation Rates Committee in January of 1998 "to formulate a strategic plan for improving the graduation rates of minority student-athletes." The actual charge of the Boulder Campus Chancellor to the Graduation Rates Committee indicates that the Graduation Rates Committee was asked to substantiate "the findings of the Certification Committee and the Peer Review Team, and to recommend specific program improvements to improve the low graduation rate of all student-athletes and the declining rate of those student-athletes completing their eligibility." (emphasis added). The University's letter of September 14, 1998, stated that "the Athletic Department has already begun to implement several of these recommendations, including:
- Hiring an additional full-time Academic Counselor/Life Skills Coordinator (advertised opening ? August, 1998);
- Improving the Life Skills Program with an emphasis on academic skills, time management and goal setting for freshmen and sophomores;
- Updating the computer center in the Athletic Academic Support Office;
- Identifying and assisting former student-athletes who are close to graduation to apply for the NCAA scholarship fund; and
- Increasing the discussions between the Athletic Department and campus administrators and faculty."
By letter of October 21, 1998 [Attachment B], the University reiterated that the Graduation Rates Committee's recommendations had been submitted to the Boulder Campus Chancellor, who had received and accepted, in principle, the recommendations of the Graduation Rates Committee. The letter indicates that the "process of implementation and formal action on these recommendations will begin by having discussions with the deans, directors and faculty on campus over the next few months." The letter further indicates that:
| Upon the imminent retirement of our Associate Athletic Director for Student Services next spring, to whom the Assistant Athletic Director for Academic Services currently reports, changes will be made in the reporting structure of Academic Services and the relationship to the Athletic Department and the University community. This will give us ample time to further evaluate the Graduation Committee's recommendations and implementation. |
By letter of November 16, 1998 [Attachment C], the Committee on Athletics Certification notified the University that based on information provided in the University's above-referenced letters of September 14, 1998 and October 21, 1998, the Committee concluded that:
- The University had met substantially the requirement contained in the original certification decision to address the graduation rates of minority football student-athletes.
- The institution shall be required to demonstrate, not later than the time of its next certification self-study or interim report (whichever is earlier) that the process of formal action and implementation has been completed and significant progress has been made toward improving the graduation rates of minority football student-athletes.
The Graduation Rates Committee, by memorandum, dated June 24, 1998 [Attachment D], made specific recommendations regarding five areas of particular concern: (1) Admissions processes; (2) Retention; (3) the Academic Support Services Program in the Athletic Department; (4) the Athletic Director, and the coaches; and (5) the Faculty. Those recommendations are more specifically referenced below with action(s) taken associated with the recommendations.
(1) Admissions processes:
To improve communications, organize an oversight group which would report to the Chancellor, consisting of one or two people each from the Admissions Office, the Athletic Department, and other concerned parties. A cornerstone of this group's charge should be to create a climate in which academic preparation carries greater weight, so that student-athletes are likely to graduate from the University. Thus, this group should suggest policies and procedures for admitting/denying prospective student-athletes whose materials have arrived late. The group should have a high degree of awareness of this Campus' admissions processes, other policies of the University, and the attributes of prospective student-athletes. They should formally report to the Chancellor policies and plans currently in force at the beginning of the recruiting season, and then annually to assess the effectiveness of these policies and plans.
Beginning in February 1999, a group primarily made up of the Athletic Department's recently hired Assistant Athletic Director for Administration, the Department's Senior Woman Administrator and Director of Compliance, the Campus' Executive Director of Enrollment Management Services and Executive Director of Admissions, an Office of Admissions Coordinator, an Assistant Dean from the College of Arts and Sciences, and the Director from the Student Academic Service Center and Academic Access Institute program began to meet and discuss revisions to the processing of applications from recruited student-athletes. Responsibilities for handling initial eligibility and admissions issues within the Athletic Department and liaison responsibilities with the Office of Admissions were moved from the Office of Academic Support Services (OASS) to the Compliance Office. The group discussed revisions to policies and procedures to effectuate the more efficient and effective review of prospective student-athletes, communications between the Office of Admissions and the Athletic Department, and the establishment of a review group to assist in providing information to the Office of Admissions during the recruitment of a student-athlete and review process of a student-athlete's application. The group worked toward establishing process and procedures, consistent with University admissions standards, to assist in the review of applications from prospective student-athletes with a likelihood of achieving academic success at the University resulting in graduation.
As a result of the group's meetings and discussions, by the summer of 1999, revised processes and procedures were coordinated with the Vice Chancellor for Academic Affairs, Chancellor, Athletic Director and coaching staffs. Since the spring and summer of 1999, the revised processes and procedures have been implemented and are under continual review to ascertain the continuing effectiveness of the processes and procedures and improvements in communications between the Office of Admissions and the Athletic Department.
(2) Retention:
Retention is the key component to improving graduation rates. Issues that need to be further addressed are Campus and Athletic Department culture, student conduct and academic ethics, and adjustment to the demands of Division I athletics.
Retention, graduation, preparation for career and post-graduate opportunities, and quality of the experience of our students are cornerstones of the department's efforts. Through its strategic plan, Athletics 2010, developed in 1999-2000, and the development of the student-athlete mentoring program, UCamp, the department continues to stress the importance of our student-athletes' experience in each important departmental decision and new initiative [See Attachment E and Item #7 ? New Initiatives for Student-Athlete Welfare]. The Department is exploring the development of a Nutrition Board to provide a nutritional program that will optimize student-athlete's health, maximize academic and athletic performance and promote healthy life-long eating habits. The Student-Athlete Advisory Committee is also developing programs to expand the athletes' involvement in the community and to develop a family atmosphere. This spring the SAAC will sponsor an awards banquet for all sports ? the CUSPY Awards.
A primary reason for this recommendation was based on a concern regarding the perceived number of student-athletes involved with incidents being reviewed by the Campus' Office of Judicial Affairs. As one result of this recommendation, efforts have been made to improve the communications and working relationships between the Office of Judicial Affairs and the Athletic Department. The Director of the Office of Judicial Affairs has participated in several orientation sessions with incoming student-athletes and such interaction has been well received. As a result of these efforts, the Office of Judicial Affairs and members of coaching staffs within the Department have indicated improvement in communications and working relationships and that the number of disciplinary cases involving student-athletes has significantly declined.
A new Director began work in the OASS at the end of May 2000. For the Fall semester of 2000, new student-athlete orientation activities were coordinated out of the recently re-structured OASS. Such activities were designed to assist the student-athletes with their adjustment to the academic and athletic demands at the University. In addition, the Director of the OASS has been involved in discussions with the Office of the Vice Chancellor for Student Affairs regarding the potential increased involvement of new student-athletes in existing Campus orientation programs, such as the University 101 program and other Student Affairs' new student activities. Also, new student-athletes have been provided an opportunity to participate in the recently developed Athletic Department mentor program.
In the Fall of 1998, the Athletic Department conducted a national search for a Student Life Program Coordinator to be responsible for the coordination of a range of life skills services. The national search was concluded in the latter part of 1998 without the selection of a successful candidate. During the fall semester of 2000, the Athletic Director has been requested to consider the initiation of a new search for a Student Life Program Coordinator in furtherance of NCAA Bylaw 16.3.1.2.
(3) The Academic Support Services Program in the Athletic Department:
Have the Director of the Academic Support Services program report to the Athletic Director. Considerable historical experience indicates that the Director of the Academic Support Services program is in a difficult position regarding the enforcement of academic policies within the Athletic Department. This change will give greater visibility to the importance of academic achievement.
Since the early Spring of 1999, the Director of the OASS has reported directly to the Senior Associate Athletic Director for Administration, Academic Affairs, and Olympic Sports. The Senior Associate Athletic Director reports directly to the Athletic Director. The Senior Associate Athletic Director has direct access to the Athletic Director for all academic related issues involving student-athletes and academic support services. Staff and services provided by the OASS have the perceived, as well as actual support of the Athletic Director, as well as the support of the three coaches and senior administrators reporting to the Athletic Director, to fully support the academic achievement of the student-athletes. Perceptions regarding the Athletic Director's commitment to support of the OASS' personnel, facilities development and maintenance, and programs directly impacts the effectiveness of services provided by the Office. The current structure of the department and the commitment of the Athletic Director to support of the Academic Services program result in the access and support needed for OASS without the need for the Director of Academic Support Services to report directly to the A.D.
The annual evaluation of the Director of the Academic Support Services Program should assess how well he/she is meeting explicit expectations regarding the academic achievement and graduation rates of student-athletes.
The new Director for the OASS joined the Office at the end of May 2000. The annual evaluation of the Director's performance will include an evaluation of the Director's ability to perform the duties described in his Job Description, particularly as those duties relate to providing effective academic support services in support of the academic achievement of the student-athletes. The Athletic Department's implementation of its ten-year plan, referred to as Athletics 2010 [Attachment E], is to include additional identification of the Department's expectations as to responsibilities for the academic achievement of the student-athletes.
The Vice Chancellors for Academic Affairs and Student Affairs and the Athletic Director (or their designees), should work together to coordinate utilization of academic support services available on the Campus with the needs and resources of the Academic Support Services Program in the Athletic Department.
On September 29, 1999, members of the Athletic Department's management staff met with members of the Chancellor's Cabinet and participated in discussions regarding how the members and their staffs could work collaboratively to accomplish business and seek to ensure that there is integration between operations within the Athletic Department and Campus community. Since the meeting, the Senior Associate Athletic Director for Administration, Academic Affairs, and Olympic Sports and the recently hired Director for the OASS have met with the Vice Chancellor for Academic Affairs and members of his staff and with the Vice Chancellor for Student Affairs, Dean of Students, and members of their staffs to discuss a number of issues relating to academic support services involving student-athletes.
For example, academic coordinators in the OASS have had an opportunity to increase and improve communications between the academic coordinators in the Athletic Department and primary counselors in the Schools and Colleges on the Campus, as well as with communications involving the primary counselors and student-athletes as part of the pre-registration process. Efforts to increase and improve communications between the academic coordinators in the Athletic Department and members of the Campus' Student Academic Service Center and University Writing Program have occurred with success. Also, coordination of programs with the Campus' Office of Career Services and Counseling and Psychological Services: A Multicultural Center has continued to occur with success. In addition, as previously mentioned, discussions have occurred regarding opportunities to increase the involvement of student-athletes in Campus orientation programs, such as the University 101 program, and with other Campus student leadership programs.
The Athletic Director should assess the Academic Support Services Program's needs for additional personnel, and report these to the Chancellor by the end of 1998.
In October 1999, the former Director for the OASS transferred to the Campus' Office of Career Services. A former academic coordinator in the OASS resigned from her position in January 2000 and a former academic coordinator in the Office resigned from his position in June 2000. Two new academic coordinators joined the Office in April 2000 and in September 2000. In October 1999, the Office hired a full-time educational strategist/academic coordinator with a specialty in working with at-risk student-athletes. And, as previously mentioned, in May 2000, the Office hired a new Director.
Since the new Director's arrival in May 2000, the Director and the Senior Associate Athletic Director have continued to evaluate the staffing needs and responsibilities for the Office. As noted above, during the fall semester of 2000, a request was made to the Athletic Director for his consideration to hire a Student Life Program Coordinator. While the Athletic Director is supportive of adding such a position, the resources of the Department will not currently support its addition. The Department is reviewing the future combination of the student-athlete mentoring program with additional Life Skills programs. In addition, any evaluation of staffing needs must continue to take into account limitations on office space in the Athletics facilities.
Working with the Student Academic Service Center, ITS, and the Campus' ATLAS initiative, the Athletic Director in conjunction with the Director of the Academic Supports Services Program should assess the Academic Support Services Program's needs for additional equipment, and report these to the Chancellor by the end of 1998.
In October 1999, the OASS received a donation of five new computers, three new printers, and a new fax machine for use by Office staff and student-athletes. During the Fall semester of 2000, the Office received a new copy machine for use by Office staff.
The need for the Athletic Department to commit to improved computer lab and computer services support for the OASS has been previously identified for the Athletic Director by student-athletes, coaches, and Office staff.
(4) The Athletic Director and coaches:
The Athletic Director should establish and evenly enforce clearly stated academic policies and expectations, including expectations regarding class attendance, academic performance, and making satisfactory progress towards graduation.
Athletic Department policy allows for each coach to establish his/her own class attendance policy and the parameters for the enforcement of the team's policy. The OASS, during each semester, with the assistance of faculty feedback, provides periodic information regarding the student-athletes' class performance and attendance.
As the Athletic Department proceeds with the implementation of Athletics 2010 and due to transition within the Athletic Department, it is an on-going process for the Athletic Director, Senior Associate Athletic Director for Administration, Academic Affairs, and Olympic Sports, the Director for the OASS together with each head coach (particularly for football and basketball due to the heightened scrutiny of those programs by the Campus community, Conference, NCAA, and public) to expressly confirm academic expectations of the Athletic Department. As stated in the Graduation Rates Committee's recommendations, the Athletic Director should ensure that each head coach conduct his/her program in a manner that not only focuses on athletic activity but also creates "a climate in which academic preparation carries greater weight, so that student-athletes are likely to graduate from the University."
The Athletic Director's and the coaches' annual evaluations should include an assessment of how well they are meeting explicit expectations regarding the academic achievement and graduation rates of student-athletes in their programs. At a minimum, student-athletes' graduation rates should be at least as high as those for non-athletes, and it may be reasonable to expect even higher rates in some programs.
The Chancellor determines how his annual evaluation of the Athletic Director should include an assessment of how well the Athletic Director is meeting expectations regarding the academic achievement and graduation rates of student-athletes. Each coach's (head coaches and assistant coaches) annual evaluation includes an assessment of how well he/she is meeting expectations regarding the academic achievement and graduation rates of student-athletes in their programs. The Athletic Department's commitment to the academic success and student-athletes' pursuit of a degree is verified by the Chancellor or Vice Chancellor for Academic Affairs as part of the annual evaluation process.
Attachment G to this Report clearly identifies the Department's record for the last three graduation reports in graduating those (reported) student-athletes who have exhausted their athletic eligibility. Athletics 2010 [Attachment E] clearly identifies the Department's educational goals. As stated in the Athletics 2010 strategic plan for the department:
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The CU Athletic Department will recruit, educate, retain and graduate nationally competitive student-athletes. We will provide an environment where each student-athlete will pursue academic achievement, develop leadership skills and grow personally and professionally in preparation for success beyond graduation. Education Goals
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(5) Faculty:
The faculty should be required to make gestures of accommodation to student-athletes who must miss classes or exams in order to attend competitions.
The Athletic Department's academic coordinators in the OASS assist student-athletes with communicating with faculty members, early during each semester, regarding the potential for student-athletes to have a need to miss certain classes or exams in order to attend competitions. The Boulder Faculty Assembly's Committee on Intercollegiate Athletics, during the fall semester of 2000, has been working with the Athletic Department to publish a memorandum to all faculty members to provide guidance on interaction(s) with the Athletic Department, which also includes guidance regarding potential missed classes by student-athletes.
The Office of Public Relations should inform the faculty concerning the achievements and activities of student-athletes, as well as the contributions the Athletic Department makes to enhance the Campus and the University.
A Public Relations Committee for Athletic Department issues met during the spring and summer of 1998 to discuss coordination of issues between the Athletic Department's Media Relations Office and the Campus' Office of Public Relations. This group discussed opportunities to work together in sharing student-athletes' academic and athletic achievement information with the entire Campus community (consistent with federal and state privacy laws). One successful example of the Athletics Department reaching out to faculty has been the Women's Basketball Team's Honorary Coaches Program, which invites a prominent female faculty or staff member to sit with the team at a home game on the bench and get to know the athletes.
The Athletic Director should invite faculty members to become a visible presence in the Athletic Department, e.g., by encouraging student-athletes who are being recognized for academic achievement to invite a faculty member to attend the recognition ceremony, inviting faculty members to Study Table, and encouraging coaches to communicate with faculty members about student-athletes who need academic help.
The Athletic Department's OASS and the Student-Athlete Advisory Committee (SAAC) are primarily responsible for the organization of the Spring semester Academic Awards Luncheon. Invitations to attend the Luncheon are extended to members of the Boulder Faculty Assembly's Committee on Intercollegiate Athletics and to other members of the faculty. Attendance at the Luncheon has been limited due to facilities space and budgetary considerations. Opportunities to pursue corporate sponsorship of the Luncheon should be considered more fully to allow for larger attendance and publication of the Luncheon that provides an excellent opportunity to publicize the outstanding academic achievements of many of the student-athletes.
With the assistance of the OASS, football program, and the Chancellor's Office, Campus Deans also participated in a Faculty Guest Program during the home football season this past Fall semester of 2000. A number of Deans accepted the opportunity to participate in a number of weekend events with the football team in order to observe the events that occur in the life of a football student-athlete during the weekend of a home football game. The Deans indicated that the Program was extremely educational and beneficial and efforts will be made to potentially extend the Program to provide opportunities for other faculty members in the coming year(s).
The OASS has hosted several open houses for faculty members to visit the Office to provide opportunities to introduce staff members to each other and to provide opportunities for faculty members to be introduced to the type of services provided out of the Office. In addition, the Boulder Faculty Assembly's Committee on Intercollegiate Athletics and the Athletic Department have each hosted lunch meetings to provide opportunities for members of the faculty to meet members of the Athletic Department's administrative and coaching staffs.
As a matter of Athletic Department policy, coaches have been discouraged from communicating directly with members of the faculty to discuss the academic performance of individual student-athletes. In order to limit potential issues relating to appearances of undue influence because of such contacts, contacts initiated by the Athletic Department with faculty members, regarding the academic performance of individual student-athletes, have been primarily performed through the academic coordinators in the OASS.
There continue to be perceptions associated with the Athletic Department that efforts to better inform the Campus community concerning the achievements and activities of student-athletes, as well as the contributions the Athletic Department does and can make to enhancing the Campus and the University could be furthered by the Campus' Office of Public Relations working directly with the Chancellor with publication of the Chancellor's views on such contributions to the Campus community.
The Athletic Department should develop and administer a mentoring program that includes faculty members on a voluntary basis.
The Athletic Department, through its Office of Community Relations, has over the past year developed a mentoring program, UCamp [see response under Item #7 New Initiatives for Student-athlete Welfare] that provides an opportunity for a student-athlete to be introduced for mentoring purposes to a successful business person from the Boulder/Denver communities. The mentoring program has been publicized throughout the Campus community and information regarding the mentoring program has been shared with the Boulder Faculty Assembly's Committee on Intercollegiate Athletics for the Committee's assistance in further disseminating information regarding the program amongst interested faculty members.
Develop an excellence-through-academics program similar to the MASP program.
Such a program has not been developed at this time; however, such programs continue to be considered by the new Director and staff in the OASS.
The Athletic Department should encourage faculty members' participation at athletic events.
The Athletic Department seeks to publicize for the Campus community all athletic events. In addition, over the past semester, particularized invitations for certain faculty related programs at such events have been discussed between members of the Athletic Department and the Boulder Faculty Assembly's Committee on Intercollegiate Athletics.
(c) Dates and time periods of Athletic Department actions regarding this item are referenced in Section (b) above.
(d) Action(s) not taken or not completed ? When applicable such action(s) is referenced in Section (b) above.
(e) Explanation(s) for partial completion ? When applicable such action(s) is referenced in Section (b) above.
- Conduct a thorough review of the administration of the institution's sports camps and clinics to ensure that they are under the institution's control and subject to appropriate fiscal- and compliance-auditing procedures.
Response:
Fiscal Integrity
Self-Study Item #10, Operating Principle 2
(b) In regard to this item, the University was expected to submit to the Committee on Athletics Certification, as soon as practicable but not later than September 15, 1998, evidence that required action(s) had been taken by the institution.
By letter of September 14, 1998 [Attachment A], the University notified the Committee on Athletics Certification that the University had completed its review of its monitoring program of institutional camps and clinics and determined that:
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The Compliance Office and the Athletic Department underwent an extensive compliance procedures review by the Big XII Conference in October 1997. The Conference review confirmed that the Compliance Office was doing a thorough job of monitoring camp/clinic activities.
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The Athletic Department had initiated procedures to add an additional member to its staff with the specific duty of monitoring the fiscal aspects of the summer camp program. The additional staff member, an Assistant Athletic Director for Administration, would be in place to monitor the finances of the 1999 summer camps. In the meantime, each head coach of the football and men's and women's basketball programs signed a contract with the University, providing the University with increased control of the major summer camps.
By letter of November 16, 1998, the Committee on Athletics Certification notified the University that based on information provided in the University's above-referenced letter of September 14, 1998, the Committee agreed that the University had satisfied the Committee's requirement as to this item.
In November 1998, an Assistant Athletic Director for Administration was added to the Athletic Department staff. Contractual agreements were in place for the major summer camps conducted by the football and basketball coaches during the summer of 1999. Such contractual agreements remain in place as of this date for future camps. The contractual agreements identify the obligations of the University and coaches for the conduct of the camps (e.g., compensation, insurance and liability, facilities and equipment use, and other related matters). The Athletic Department's Compliance Office continues to monitor camp activities. Outside income disclosure forms are completed on an annual basis by staff participating in the conduct of the camps in accordance with University policy and NCAA bylaws.
The Athletic Department has determined that over the past several years and as of this date the Athletic Department does not have the available budgeted resources to effectively administer and conduct the summer camps as part of an internal Department operation and that the operation of the camps have been conducted effectively on a contractual basis.
(c) Dates and time periods of Athletic Department actions regarding this item are referenced in Section (b) above.
(d) Action(s) not taken or not completed ? not applicable.
(e) Explanation(s) for partial completion ? not applicable.
- Provide revised gender-equity charts for the three years covered by the institution's self-study in order to ensure that the national office has on file a complete and accurate set of these charts.
Response: Completed September 14, 1998...refer to Response to #2 above
[See Attachment A]
No. 2 Status report on the institution's first-cycle plan to address gender issues, including modifications of the plan as appropriate for the future. Specifically include: (a) the original plan; (b) the action(s) taken by the institution; (c) the date(s) of the action; (d) action(s) not taken or not completed; and (e) explanation(s) for partial completion.
Response: Since 1997 the Athletic Department has hired one woman, Nicole Kenneally, for the position of Head Coach of Women's Tennis. The number of female sports programs remains at seven: Women's Tennis, Women's Golf, Women's Cross Country, Women's Track, Women's Basketball, Women's Soccer and Women's Volleyball. The Athletic Department continues its effort toward the recruitment of women for available administrative positions. One position was created: Assistant Athletic Director for Community Relations. L. Jeannie Potts-Dixon filled this position in December of 1998.
Please refer to the Gender Equity Action Plan chart on the following pages for specific actions taken.
No. 3 Status report on the institution's first-cycle plan to address minority issues, including modifications of the plan as appropriate for the future. Specifically include: (a) the original plan; (b) the action(s) taken by the institution; (c) the date(s) of the action; (d) action(s) not taken or not completed; and (e) explanation(s) for partial completion.
Response: Please refer to the Minority Issues Action Plan chart on the following pages.
No. 4 All actions the institution has completed or progress it has made regarding all other plans for improvement/recommendations 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; (d) action(s) not taken or not completed; and (e) explanation(s) for partial completion.
Response: Please refer to the following Action Plan charts on the following pages:
No. 5 Evidence of the institution's evaluation of its rules-compliance program by an authority outside of athletics at least once every three years.
Response: The institution underwent an evaluation by the Big XII Conference Compliance Office of its rules-compliance program in October 1997 and October 2000. Each review found the Compliance program to be appropriately addressing the foundational needs of a strong compliance program. [See Attachment F for letters confirming the activity]
In addition, the athletics compliance program received a campus review during the Spring and summer of 1997 by a committee composed of the following individuals: Jim Corbridge, Faculty Athletics Representative; Glenn George, Law Professor; and David Clough, Engineering Professor.
No. 6 Provision of the following from the most recent three years for which the information is available, with comments on any trends or significant changes:
- NCAA Graduation rates data
- Equity in Athletics Disclosure Act survey form and worksheets
- Racial or ethnic composition of student-athletes and selected institutional personnel
- Management letters of NCAA-required external financial audits
Response:
NCAA Graduation rates data [Attachment G]
The University identifies no significant trends or changes for the three years reported. The overall student-athlete graduation rates for 1999 and 2000 are 57% for both years and that 57% is slightly below the Campus graduation rate for all students. Also, the referenced graduation rates for white and black student-athletes are comparable to the graduation rates for white and black students on Campus. The referenced graduation rates for female student-athletes are slightly higher than the graduation rates for female students on Campus and the referenced graduation rates for male student-athletes are slightly lower than the graduation rates for male students on Campus.
Equity in Athletics Disclosure Act survey form and worksheets [Attachment H]
Information included in the University's past three years' Equity in Athletics Disclosure Act ("EADA") reports, particularly relating to student-athlete participation rates and the expenditure of financial resources, has also been the subject of review by the Department of Education's Office for Civil Rights ("OCR"). As reflected in the EADA reports, the University's budgets for both its men's and women's intercollegiate athletic programs have increased over the past three years. The University currently has two pending cases with the OCR.
OCR Case No. 08936003 involves a Corrective Action Agreement, dated February 23, 1994, in which the University agreed to address twenty-two compliance concerns identified by the OCR and to provide periodic reports to document the University's compliance with Title IX and the Corrective Action Agreement. As of this time, the OCR has expressed satisfaction with the University's resolution of twenty-one of the original twenty-two compliance concerns. The remaining compliance concern identified in the Corrective Action Agreement relates to the requirement for the University to review its recruiting budgets for women's teams to ensure equivalency to those provided for men's teams.
During the month of December 2000, an attorney from the OCR met with each of the University's head coaches in an effort to review the University's position that its recruitment budgets are in compliance with Title IX. The University provides, through its budget process, recruitment funds for its men's and women's teams based on each head coach's projected needs of his or her team and which are in substantial proportionality to the projected participation rates for its male and female student-athletes. The total actual expenditures of recruitment funds for the previous academic years were in substantial proportionality to the participation rates for its male and female student-athletes but for legitimate non-discriminatory programmatic decisions made by the coaches.
OCR Case No. 08972090 involves the University's Agreement, dated February 18, 1999, with the OCR. The referenced Agreement, resulted from the National Women's Law Center's Title IX complaint filed against twenty-five institutions, including the University, in the summer of 1997. Pursuant to the Agreement, the University is required to provide athletically related financial aid to men and women participating in the University's intercollegiate athletic program whereby the total amount of such aid is substantially proportionate to the men's and women's respective participation rates subject only to disparities that can be explained by legitimate nondiscriminatory factors. As has been previously communicated to the OCR, the University has over the past several years distributed athletically related financial aid substantially proportional to the University's male and female student-athlete participation rates subject only to disparities based on legitimate nondiscriminatory factors, such as programmatic reasons by the head coaches and the award of NCAA countable financial aid not provided by the Department of Intercollegiate Athletics. Based on such distribution, the OCR is reviewing the University's position that the University is in compliance with Title IX and that this case should be closed.
Racial or ethnic composition of student-athletes and selected institutional personnel [Attachment I]
A review of the Racial or Ethnic composition of student-athletes over the past three years shows no significant change. The only change seems to be involving the Asian/Pacific Island population, which increased from 1 in 1998 to 5 in 2000. This increase was offset by a decrease in "Other" from 32 to 25.
A review of the Racial or Ethnic composition of the selected institutional personnel over the past three years shows no significant change or trends.
Management letters of NCAA-required external financial audits [Attachment J]
No significant findings or trends.
No. 7 Description of new initiatives and new concerns in any of the four areas of certification (if any) and progress made in addressing those issues.
Response:
New Initiatives or Concerns for Governance and Compliance
The recent reorganization of resources to the Compliance Office, adding the Financial Aid Liaison, an Administrative Assistant and part-time student worker, are designed to improve services in this area and provide additional support that will improve the Compliance man-hours available for monitoring.
A concern remains as to how to continue to improve communication by the colleges to the Registrar regarding continuing eligibility, as well as how to provide more timely eligibility reports at the end of each academic term for academic advising and NCAA waiver reviews.
While the Department has contractual agreements with three revenue sports regarding their summer camps and the Compliance Office monitors all camp activities, the Compliance Office is not qualified to perform financial audits of these camps. It is recommended that each camp be subject to periodic, if not annual, fiscal audits by an outside auditor.
New Initiatives or Concerns for Fiscal Integrity
There is an overriding concern that revenue generation has not been unable to meet the financial demands of the departmental growth. Since FY 97-98 several new positions have been created. Increased staffing, accompanied by programmatic growth, have been realized in the following areas: Compliance; Marketing and Promotions; Development/Fund Raising; Academic Services and Sports Medicine. When a vacancy occurs, an analysis of the position is conducted by the area director to substantiate or refute how this position fits within the department's organizational structure and long-term goals. Rapid growth and the maintenance of a sound organization demands revenue generation.
External support from both the President's Office as well as from the Boulder Campus Chancellor's Office is based on an existing plan, which reduces support over time. [Attachment J memo: dated May 11, 1999.] Each year the formulated reduction is reviewed with the Chancellor and the President to determine whether it is in the best interest of the University to invoke the proposed reduction for that fiscal year. The campus plan to reduce contributions over time is not only limited to real dollars lost, but these contributions have been further diminished by inflation. Programmatically, there will be continued need for Title IX support in the areas of financial aid and recruiting, and the need to upgrade athletic facilities. These demands will create tremendous pressures on the current revenue streams. Efforts to make the Athletic Department self-supporting will be limited by the realization that insufficient external support could decrease program success and corresponding revenues.
The licensing reporting line is currently being discussed. It is believed that licensing will be transferred to Athletics sometime after January 1, 2001. In FY 97-98 revenues from Licensing to Athletics were $380,000. Since that time this revenue has showed a steady decline at a time when conditions show considerable growth potential. Successful licensing programs are driven by the marketability and success of athletic programs. Licensing cannot penetrate the market without athletic visibility. A successful licensing program is a priority to achieve both revenue goals as well as ensure the "branding" of our trademark. Changing market conditions coupled with a limited knowledge of the current business practices of the Licensing Department may present challenges as we move through the transition.
New Initiatives or Concerns for Academic Integrity
Since the initial Self-Study Report, there have been several changes in personnel and responsibilities within the Office of Academic Support Services (OASS). With the addition of new personnel, there has also been the implementation of new academic support programs for student-athletes.
Over the course of the 1999-2000 academic year, the Director and two full-time assistants within the OASS resigned. A new Director was hired in May of 2000, one new assistant began work in April of 2000, and the final vacancy was filled in September of 2000. With the hiring of a new Director and two new staff members came the implementation of new academic support programs for student-athletes.
Two new programs for at-risk student-athletes began in the fall of 2000. The first program, the DEGREE (Degree Goals Realized through Educational Enhancement) Program, was developed by our Educational Strategist to assist new student-athletes' identified at the time of their admissions as academically at-risk based on their test scores, high school GPA, learning and/or emotional disabilities. These students are required to meet with the Educational Strategist on a weekly basis to work on reading and writing skills, as well as obtain tutorial assistance with their coursework.
The other new program, the GOLD (Goals Organization and Learning Development) Program, was developed for continuing student-athletes who have a cumulative GPA of 2.3 or lower. This program is designed for students to set academic goals, learn time management skills and study skills to assist in their academic development. Students required to participate in the DEGREE and GOLD programs have additional grade checks from faculty throughout the semester to help in assessing their academic standing and any needs that may arise.
Two other areas that were restructured in the fall of 2000 are the study hall and tutorial programs. Prior to this time the study hall program lacked the structure and monitoring needed to make it an effective program. Student assistants have since been hired to monitor the study hall and computer lab areas during all hours, along with OASS staff members, in order to control behavior, monitor attendance and verify the time students have signed in and out of the study hall area.
The Mentor-Tutor Program was eliminated in the Fall of 2000 and resources concentrated on providing subject tutors who have direct knowledge of the course material, having taken the courses themselves at the university. The two original Mentor-Tutors were retained and given the title of "Master Tutor." They continue to provide tutoring in various subjects, including group review sessions for exams. However, the role of monitoring academic progress, working on time management skills and contact with faculty, previously given to the Mentor- Tutors, has been taken over by the OASS staff members in their roles through the DEGREE and GOLD Programs.
Finally, another new initiative is the requirement that all student-athletes meet with their primary advisor during the pre-registration period. This will ensure that students are taking the correct coursework toward their graduation requirements. A signed registration form needs to be presented to the appropriate Academic Coordinator in the OASS in order for the student's registration hold to be removed, allowing them to register.
Some of the concerns surrounding academics include:
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The timing of reports for continuing eligibility from the Dean's Offices. The OASS and Compliance Offices need to receive satisfactory progress and continuing eligibility reports in a more timely fashion in order to avoid potential eligibility issues with student-athletes and to help in advising and course selection.
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Size of computer lab. The current computer lab has been outgrown by the student-athlete population and can no longer accommodate the needs.
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Additional Staff Member. The State has approved an additional position within the OASS and is currently under consideration. This position would oversee the study hall, tutorial and Life Skills programs for student-athletes. This would provide one person to coordinate all of the Life Skills programs within the department and above all, expand the offerings for our student-athletes.
There have been definite gains made in the area of hiring female coaches since 1997. However, areas that continue to cause concern are the lack of women administrators in high levels within the department and the replacement of women in positions that are vacated. The athletic department has not taken charge in this area. The Department is completing a survey of staff and student-athletes in 2001to determine whether women still feel undervalued and whether male employment, promotion and compensation within athletics is still dominant at the University of Colorado.
Recommendations:
- Annually conduct current surveys and interviews with coaches, department staff and student-athletes that will solicit candid responses to specific questions regarding gender and position within the department. Senior Management and a re-activated diversity committee need to review the areas that indicate need for legitimate improvement/change. Progress should be measured, communicated to staff and the Chancellor, and specific individuals or standing committees assigned the accountability for implementing services or programs that address any identified concern/issue.
- Monitor units within the Athletic Department to ensure that traditional male dominated internships are made available and offered to women...Diversity Committee.
- Mandate that women sit on every committee established within the athletic department...Athletic Director.
- Mandate that women be used as community ambassadors and spokespersons for the department...Senior Management and Community Relations.
- Provide female mentors from the Athletic Department and campus to any female department staff member who requests assistance in career development or faces discrimination within the workplace...Diversity Committee.
- Implement gender and racial sensitivity training and require that all department staff attend session(s)...Athletic Director.
- Use campus and NCAA Training opportunities for "Train the Trainer" programs to increase awareness of appropriate anti-harassment and anti-prejudice behavior and procedures.
New Initiatives or Concerns for Minority Diversity
The Department of Athletics Diversity Committee, originally created in 1997, met regularly until fall 1998, at which point the committee disbanded. In part, the delay in reforming the committee has hinged on the Chancellor's 1998 announcement that campus administration would begin taking a more active role in enhancing the overall diversity of the Boulder campus.
Recommendations:
- Since the campus has set its blueprint for this program, the Department of Athletics should take the lead in addressing diversity issues by reforming the committee. Further, the Department will pursue implementation of the campus Vision statement [http://www.colorado.edu/cu-diversity/all.html]:
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Vision Statement At the University of Colorado at Boulder, we aspire to be a place where the quality of education is enhanced and enriched by a diverse campus community -- where all students benefit from multicultural experiences within the Total Learning Environment. In this place, we envision a campus environment that welcomes and respects ALL people. We envision a campus that acknowledges and addresses the special needs of groups and individuals who historically have faced institutional barriers. On this campus, we envision a student body that reflects (at a minimum) our state's ethnic diversity -- from enrollment to retention to degrees awarded. Enrollment, retention and graduation rates are consistently high among the various groups represented in the campus enrollment. In this place, any gaps in educational achievement have been closed, with retention and graduation rates for students of color consistent with those of the entire student body. We envision university partnerships and support programs with K-12 schools that have contributed to a substantial rise in college readiness by prospective students, including students of color. Gaps in test scores, high school grades and graduation rates between minority and majority populations have been reduced, if not eliminated, leading to greater success rates during the college experience. We envision a campus where faculty of color and women faculty are recruited, hired and tenured at increasingly higher rates, reflecting national trends among our university peers. Throughout American higher education, enrollment and graduation rates for undergraduate and graduate students of color have been strengthened, thereby increasing the applicant pool from which CU-Boulder draws its faculty. We envision a place where the pervasive respect for diversity has created a supportive climate in which students are able to reach their academic potential and the entire campus benefits from participation in a multicultural community. All members of the community, including underrepresented groups, enjoy a campus climate that is professionally and academically supportive, respectful, safe and welcoming. This campus is a place where bias-related behaviors and violence do not occur. Recognizing that valuing diversity is an ongoing process, academic departments continually pursue ways of increasing knowledge and understanding of diversity issues. On this campus, all staff members are valued for their contributions to the university's success, including campus aspirations for diversity. We envision a campus in which people of color and women are well represented across all levels of employment. We are committed to providing consistent professional development among all staff, including members of underrepresented groups. Every unit of the Boulder campus demonstrates its commitment to diversity by implementing ambitious departmental diversity plans in support of the campus wide plan. Progress is recognized and celebrated as individual goals are met, contributing to the long-term vision of a place where diversity is part and parcel of the campus culture. In essence, our aspiration is to provide an outstanding educational experience, intellectual environment and supportive climate for our campus community, enhanced by a full array of diverse ideas, perspectives and backgrounds. Vision to Reality ...Each department and organizational unit will be asked to review its own diversity plan and make changes as needed, to ensure consistency with the overall campus plan. These more specific plans will serve to support and help implement the broader campus wide goals. Assistance will be provided by the Office of Diversity and Equity to any departments that need help in updating their individual plans. |
In June 2001, CU-Boulder will provide its first campus report on this Diversity Plan for presentation to the CU President, Board of Regents, the campus community and the general public. A modified five-year Program Review Panel (PRP) process will be conducted in 2004. The Athletics Department will implement its new diversity plan after the Chancellor completes this process.
- Because a number of positions are filled with individuals who have worked for the Department of Athletics as students, many resources are committed to the training, job development and dispersal of responsibilities to student assistants/interns. The Department should be hiring our student staffs from as diverse a pool of candidates as possible, an area that has not been focused upon to this point. Department heads will be encouraged to examine as many non-traditional pools in the future.
New Initiatives or Concerns for Student-Athlete Welfare
The Department's 10-year strategic plan, Athletics 2010, identifies the centrality of the student-athletes in the focus of our vision and goals. The Department's primary goal is to provide a well-rounded experience for all student-athletes and to prepare them for a successful life after college. The 1997 Certification Action Plan outlines several related projects and issues that the Department must address. Upon extensive review, the Department has identified some concerns and additional recommendations for the future, described below.
The 1997 NCAA Certification Study Items #1 and #2 contain strategies that involve a Life Skills Director in the department. Currently Life Skills responsibilities are spread among several staff without the benefit of a single coordinator. Life Skills activities include: the mentor program, run out of the External Affairs area; the SAAC, which has increased in membership and strength over the last 6 months, coordinated through Student Services; educational services for all student-athletes, particularly those who need assistance with basic learning strategies, coordinated by the Office for Academic Support Services; and the opportunity for assistance with regard to nutrition/drugs and alcohol/mental health needs in Sports Medicine. Although the department has attempted to share the responsibility among a number of people for life skills and student welfare programs and activities, we have a need for organization and coordination. Staff members seem to work well together on various projects, yet there is no consistency to the programs we are providing. The lack of consistency and the lack of a coordinator create holes in the overall experience that we want to provide for the student-athletes, and in some cases, we have overlapped our efforts. In addition, we do not have plans for a semester course on social behaviors/issues (# 2, Student-athlete Welfare), we do not offer a series of seminars and workshops on the varying needs and experiences of student-athletes from minority or rural/urban backgrounds, or isolation of student-athletes, etc. The Department does not have a formal mechanism to evaluate the Life Skills Program (#1, Student-athlete Welfare).
UCAMP... University of Colorado Athletic Mentor Program
The University of Colorado Athletic Mentor Program (UCAMP) is a program to facilitate interactive opportunities between adult business professionals, community leaders, University of Colorado faculty and current student-athletes in the interest of fostering meaningful, developmental and educational experiences, preparing student-athletes for life beyond college athletics, and cultivating pride and loyalty toward the University of Colorado.
UCAMP is a positive approach to offering community role models that provide a one-to-one relationship for student-athletes. This relationship is meant to last for a two-year period. The Mentor/Mentee relationship begins with an initial matching when the student-athlete arrives at his/her designated athletic program. At this point, both parties agree to meet at times convenient and without interruption in the academic or athletic schedule of the student-athlete. Staff, Mentor and Mentee will review and evaluate the relationship on an annual basis thereafter.
UCamp Commitments:
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Initially helping the student-athlete become familiar with the community
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Four to six hours of personal contact per month with the Mentee
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Semi-monthly contact with the UCAMP Coordinator
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Participation in CU Athletic Program's regular and special events
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Reinforcement of CU Athletics mission of college graduation and further education
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Exposure of the student to professional work situations
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A relationship with the student for a minimum of two years
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Adherence to the guidelines for Mentors as discussed at the training sessions
Recommendation:
The department commit resources to either hire an actual Life Skills Coordinator, as was stated in the 1997 Certification Report, or restructure the current staff and salary structure and assign the responsibility of coordinating all "life skills" programs to one person. Since there are several established and successful programs coordinated by different staff members, there should be significant input and involvement by those staff members regarding life skills. As stated in Athletics 2010, it is imperative that we provide everything possible for our student-athletes to have a well-rounded experience at CU.
No. 8 Description of the institution's preparations for its next full self-study regarding the following requirements of the second cycle:
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Establishment of grievance and appeal procedures for student-athletes.
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Development of programs that protect the health of and provide a safe environment for all student-athletes.
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Demonstration of a commitment to and the existence of educational activities for fundamental values of sportsmanship and ethical
conduct, as well as presentation of written policies and procedures and evidence of continuing evaluation of activities in this area. -
Broad-based campus participation in the next certification self-study.
Response:
Establishment of grievance and appeal procedures for student-athletes.
The University of Colorado already provides for NCAA-mandated appeals processes for student-athletes: transfer release denials and financial aid reductions or nonrenewals. In addition, the administrative staff believes student-athletes should be entitled to express their opinions and concerns in both informal and formal settings and to receive fair and equitable judgment and suitable justification for decisions made by the Department. The Department is exploring the development of a process to more formally address student-athlete grievances about their welfare and experience (equity, sportsmanship, etc).
1. Transfer Release Denials
The procedures currently in place meet the requirements of NCAA Bylaw 13.1.1.3.1. The Compliance Office coordinates the student-athlete requests for a release. In the event the head coach and Athletic Director deny a release request, the student-athlete is informed in writing of the decision and the right to an immediate hearing before a non-athletics, university committee chaired by the Registrar. [Attachment K]
Recommendation:
The procedures should be communicated to the student-athletes as part of an annual education presentation and/or through the student-athlete handbook.
2. Financial Aid Reductions
The procedures currently in place meet the requirements of NCAA Bylaws 15.3.4 and 15.5.3. Student-athletes are notified in writing if their financial aid is to be reduced or not renewed and of their right to a hearing on the matter. A non-athletics committee, coordinated by the Office of Financial Aid, hears all appeals and grievances regarding athletics financial aid. [Attachment L]
3. Student-Athlete Welfare Grievance and Appeal Procedures
If a student-athlete has a problem or concern related to his/her general welfare or experience at the University of Colorado, particularly if the concern is related to gender, race/ethnicity or sportsmanship, the student-athlete is encouraged to bring the matter to the attention of any of the following people or groups:
- Head Coach
- Assistant Athletic Director for Student Services
- Assistant Athletic Director for Academic Support
- Senior Associate Athletic Director for Administration
- Senior Woman Administrator
- Director of Intercollegiate Athletics
Depending on the grievance, student-athletes are also encouraged to utilize the services of the SAAC.
Once the grievance or concern has been expressed, the matter will be addressed internally as appropriate.
Recommendations:
- Hire a Life Skills Coordinator to coordinate the overall student-athlete experience at the University of Colorado. Include the Life Skills Coordinator in the process of appeals and grievances and require her/him to educate the student-athletes about this resource.
- Include the grievance process in the student-athlete handbook.
- Continue to strengthen the SAAC to allow for open discussion and development of ideas on student-athlete welfare concerns. In the future, evaluate the role of SAAC in the grievance process based on the strength and input of the group.
- Currently student-athletes can make sure of the campus Omsbud office. The recommendation is to create a non-athletics, university committee to provide the opportunity hear grievances regarding student-athlete welfare. The committee would be the final part of the process for student-athletes to express concerns about student-athlete welfare issues.
- Assign all health and safety issues and coordination of grievances in this area to the Director of Sports Medicine.
Development of programs that protect the health of and provide a safe environment for all student-athletes.
In reviewing the requirements set forth for second cycle certification, University of Colorado Sports Medicine Department is already meeting the standards for ensuring the health and welfare of the student-athletes. CU also is already satisfying the standards set forth in the NCAA Sports Medicine Handbook. The University of Colorado Sports Medicine Department is committed to ensuring the welfare of the student-athlete. On a yearly basis, we review our policies and procedures as they relate to student-athlete welfare. We also measure our program against the standards set forth by the NCAA. Included as Attachment M of this document is the outline of our efforts towards this end.
Demonstration of a commitment to and the existence of educational activities for fundamental values of sportsmanship and ethical conduct, as well as presentation of written policies and procedures and evidence of continuing evaluation of activities in this area.
The "culture" aspect of the CU strategic plan, Athletics 2010, includes the commitment to sportsmanship for all aspects of the department. The CU Athletic Director worked on the Big XII Conference committee that recently developed Big XII Conference "Principles and Standards of Sportsmanship" [Attachment N]. The CU commitment to these principles is incorporated in the Athletics 2010 emphasis on sportsmanship. Additionally, the Athletics 2010 endorses the Arizona Accord as a standard for behavior by its staff, athletes and fans. Efforts to incorporate these principles into the daily operations and attitude of the department have or will include:
- Senior Management Team Discussion and Statement of Support (Fall 2000)
- Dissemination of Big XII guidelines to coaches (Fall 2000)
- Coaches discussion and statement of support (Spring 2001)
- SAAC discussion and support (Spring 2001)
- Communication of Department's Sportsmanship vision as category of the "culture" vision in Athletics 2010 toAthletic Staff, Student-Athletes, External Constituents (donors, ticket holders, fans), and Media Partners (Summer 2001 and annually thereafter).
- Insist that all aspects of the department that relate to competition/events include sportsmanship guidelines in their operations.
- Set accountability standards of staff, coaches, and SA's to guidelines. (By August 2001)
- Set annual evaluation and review plan for Sportsmanship guidelines. (By August of 2001)
Broad-based campus participation in the next certification self-study.
The Chancellor of the Boulder campus will formally establish the current Interim Certification Campus Committee as a standing committee on NCAA Certification, charged to review the Athletic Department's progress on its Action Plans and to prepare for the next cycle of NCAA Certification requirements. The standing committee will annually review the Athletic Department Action Plans status. Approximately 18 months prior to the next cycle of certification, the committee will be expanded to meet the requirements for broad-based campus participation in the certification process and to begin review of the next cycle's operating principles and report requirements.
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Members of the Interim Certification Campus Committee: Ron, Stump, chair, Vice Chancellor for Student Affairs Elizabeth Bradley, Professor of Computer Science |