Montana State University-Bozeman
NCAA Athletics Certification
Self-Study 2001-2002

Academic Integrity

Previous Certification Self-Study

1. List all "corrective actions," "conditions for certification" or "strategies for improvement" imposed by the NCAA Division I Committee on Athletics Certification in its first-cycle certification decisions (if any) as they relate to academic integrity issues.

Montana State University-Bozeman (MSU) was found to be in substantial conformity with each of the operating principles of Academic Integrity.

2. List all actions the institution has completed or progress it has made regarding all plans for improvement/recommendations developed by the institution during its first-cycle certification process in the academic integrity area. Also, describe any additional plans for improvement/recommendations developed by the institution since the first-cycle certification decision was rendered by the Committee on Athletics Certification. Specifically include: (a) the original plan; (b) the actions(s) taken by the institution; (c) the date(s) or action(s); (d) actions not taken or not completed and (e) explanations for partial completion.

In the 1995 self-study, six (6) specific recommendations for improvement were made in the area of academic integrity. These recommendations are discussed, where applicable, within the context of the 2nd-cycle self-study instrument. A summary of recommendations, action taken and assessment of improvement is included below in Table II-1.  

Table II-1
Recommendations of the 1995 Self-Study and Response to Institutional Actions

Recommendation

Implementation Status

Date(s) Implemented

Assessment

Comments

Hire an academic counselor for student-athletes

Implemented: Athletic Academic Coordinator (AAC) was hired and assumed her duties in the Academic Center

Fall 1998

Anecdotal comments from faculty, student-athletes and a majority of head coaches are very supportive of the center.

In keeping with the MSU model of academic advising, it was determined that an Academic Coordinator was more appropriate than an Academic Advisor; therefore, the position was designed as such. Delays in implementing the Center can be attributed to the major remodeling of the Brick Breeden Fieldhouse. Space was not available for the Center until after that project was completed.

Recommend that all incoming students enroll in a Freshman Seminar their first term of enrollment

Implemented

Ongoing

Successful: approximately 70% new freshmen student-athletes enrolled in a Freshman Seminar

Recommend: Continued commitment

Recommend that all incoming student-athletes, including transfers, attend seminars on the CHAMPS life skills program.

Not implemented

Not implemented

Lack of available personnel cited as reason for not following through with this recom-mendation

Recommend: See Recommendations for Continuous Improvement #3,

Establish a uniform policy for scheduling events (other than football, basketball and volleyball) with the intent to minimize student-athlete class absences

Codification of written policies in process

In process

Examination of actual competition schedules indicate best practices being followed.

Recommend: Codify written policies and procedures; review by appropriate university officials and/or committees.

Require team coaches to provide authorized travel schedules to each affected instructor at the beginning of the semester

Implemented; processes differ with individual coaches

Ongoing

Consistent with university attendance expectations

Recommend: See Recommendations for Continuous Improvement #6.

Instruct coaches to refer all student-athletes to the academic center, academic counselor, departmental academic advisor, or the university support services after they have finished participating in their sports

Implemented; Student-athletes are referred to the AAC who makes university referrals when appropriate

Ongoing

  Recommend: See Recommendations for Continuous Improvement #2.