Running head: Student-Athletes and Academic Advisor Discourse Community

Antwan Crutcher ENG 3080J Project #3 Mr. Vetter

Running head: Student-Athletes and Academic Advisor Discourse Community Introduction It is important to learn about how the constant supervision of an athletic academic advisor affects a student-athlete both personally and academically. Student-athletes are one of many populations on a Universitys campus. They require support for their academic needs, in addition to their athletic needs. In recent years, academic advising has become a topic that has consumed considerable interest, time, financial resources and personnel at institutions across higher education in America, as Gruber writes. Academic advisors are hired at institutions to monitor three areas that include: academic advising, life skills/development and performance enhancement (Broughton & Neyer, p.48). In the article, Advising Student Athletes: An Examination of Academic Support Programs with High Graduation Rates, it discusses how academic advisors work together to make a large campus seem small for their student-athletes by developing close relationships with student-athletes and finding ways to create a community atmosphere among students, faculty members and administrators. If we understand how the student-athlete responds to their academic advisor it can help provide insight into this unique community and help people realize the importance of the role of the academic advisor. Occupying the Niche The niche this research will fill is the idea that with the addition of rules in place to help the academic advisor can continue to help a student-athlete in their academic endeavors more efficiently. The field of advising and counseling student-athletes is still relatively new. To grow as a profession, academic advisors should continue to be trained properly in the field of advising to develop capabilities for evaluating programs and individuals. (Gilchrist & Thompson, p.29) These rules would include consequences for student-athletes who violate any code in the studentathlete handbook relating to academics. Student-athletes have severe limitations due to class, 2

Running head: Student-Athletes and Academic Advisor Discourse Community practice times and competition and advisors can help to get the maximum potential from their student-athletes with additional institutional support (Broughton & Neyer, p.50). If rules were put in place for student-athletes to follow that listed what would happen if they do not do what is asked of them, student-athletes would be forced to do so. Over time, student-athletes would embrace this concept and grades might improve for the student-athlete population. Synthesis There are rules put in place by the NCAA that put added pressure on the academic advisor. There are a number of important issues facing college advisors and athletes that are affected by the climate and the role of the governing body overseeing both the student-athlete and the academic advisor (Gruber, p.44). The student-athlete and academic advisor discourse community faces unique challenges that are specific to their population. Even though Gee, Swales and Wardle dont relate their findings specifically toward this particular community, they do help explain their interactions. The academic advisor works toward merging the gap between the two parties and understanding what gets the best results for each student-athlete. A student-athlete's primary discourse is their environment where they came from prior to attending college, which is where they grew up. When a student-athletes moves to their college or university, their whole discourse community changes and this turns into their secondary discourse community. Gee states, Discourses are ways of being in the world; they are forms of life which integrate words, ads, values, beliefs, attitudes and social identities as well as gestures, glances, body positions and clothes. Gee uses examples of discourses which are being a man or woman, a teacher, administrator, student of literature and a doctor. Gee introduces two different types of discourses. One is the primary Discourse and the other is the secondary discourse. The primary Discourse is the one where we first make sense of the world and interact with others. 3

Running head: Student-Athletes and Academic Advisor Discourse Community Our primary Discourse constitutes our original and home base sense of identity. A secondary discourse community could be a store, church, school or community group (Gee, 2013). Studentathletes are a part of a discourse specific only to them based on their interactions with coaches, teammates and administrators. John Swales defines a discourse community using six characteristics. One of the characteristics that relates closest to the student-athletes and academic advisor discourse community is the one that has a broadly agreed set of common public goals. One of the main priorities when a student-athlete and their advisor meet is to establish goals for the studentathlete to accomplish. These goals that they set together help improve the student-athlete's commitment to their schoolwork. John Swales discusses how a discourse community has mechanisms of intercommunication among its members. This relates to student-athletes and academic advisors because they use different forms of communication that are specific to their group, including, meetings, weekly schedule software programs, newsletters, e-mails and spreadsheet distribution. Overtime, the student-athlete develops a relationship with their advisor and they know how to read each other and sometimes, in my experience, the mode of communication can translate the mood. If the advisor texts you, it is not urgent, if she calls you, it is probably urgent and you may be in trouble. According to Swales, a discourse community has a threshold level of members with a suitable degree of relevant content and discoursal expertise. Survival within this community relies on reasonable ratio between novices and experts. In the student-athlete and academic advisor community, the student-athlete and academic advisor work together to develop a plan to help the student-athlete be successful. Student-athletes have to make a big adjustment that Wardle references in her article within the textbook. Wardle explains the difficulties people have when learning to write in new

Running head: Student-Athletes and Academic Advisor Discourse Community workplaces or environments. She claims that in order to learn to write in new environments, ones involvement in their community, the group they identify with, power relationships and bound with identity and authority. A good example of this is establishing appropriate conduct with superior figures on campus. One of the modes of belonging a student-athlete, or any student in general seeks, is to be accepted by their faculty and staff on campus and by their peers. Student-athletes are often stereotyped into certain groups and maintaining a good image with faculty and staff is important for them to learn. They are often stereotyped into these roles by what they see on television or written in the newspapers about student-athletes who cause trouble or do not do what theyre supposed to. Not all of them fall into this category and it is important for student-athletes to stand out for positive reasons, rather than negative and their academic advisor plays a vital role in this area, too. Existing Research A large amount of research has been published on the role of the academic advisor within intercollegiate athletics over the last several years but the research is lacking in some areas. It is hard to find information about consequences that student-athletes face if they dont follow the wishes of their advisor and schools academic department. Even though I am no longer in study hall or required to meet with my advisor regularly, I still witness some student-athletes who are resistant to rules and academic advisors are unable to help them as much as they can. Some student-athletes skip tutor meetings or weekly meetings and sometimes face consequences but not always. There are sometimes conflicts between the student-athlete and advisor if these things occur. The NCAA (National Collegiate Athletic Association) forces academic advisors to get results from their student-athletes to fulfill their academic obligations. The interactions between student-athletes and advisors could be improved and give the advisor some added credibility if

Running head: Student-Athletes and Academic Advisor Discourse Community there were additions made to these handbooks (Gilchrist & Thompson, p.31). The Ohio studentathlete handbook lists rules and regulations for student-athletes to follow relating to sports medicine and NCAA rules and regulations but not many about academic related rules. Gaining this compliance from student-athletes requires a daunting task from the academic staff (Gilchrist & Thompson, p.30). The advisors assistance and supporting documentation given to coaching staffs can help ensure that the student-athletes put themselves in a position to meet academic requirements. In order to maintain this communication, it is up to the student-athlete to attend weekly meetings and keep their advisor informed. The student-athletes initial adjustment to college life can ultimately affect their overall experience at their institution. According to Broughton and Neyer, academic advisors are essential in providing services related to academics for student-athletes. Student-athletes have to balance relationships and commitments that bring added pressure on top of regular demands on a college student including coaches, time management, public watch and administrators. Studentathletes have the same academic, emotional and personal concerns as other college students but have additional responsibilities and pressing issues based on their population (Broughton and Neyer, p.49). Student-athletes are just like a typical college student because they have a lot of the same issues when it comes to academics. Broughton and Neyer list the issues that studentathletes face on daily basis and they can range from typical adolescent developmental issues to more serious psychological issues such as suicide, addiction and depression. Public and private institutions have two different cultures in terms of their student body. In the article, Advising and Counseling Student Athletes, the authors discuss studies which have shown that studentathletes who are engaged with their campus community are more likely to graduate as opposed to those students who do not engage in campus activities. These increased opportunities for 6

Running head: Student-Athletes and Academic Advisor Discourse Community student-athletes to interact with faculty and the campus community can enhance their overall development as a college student and young professional (Broughton & Neyer, p. 49). The relationships with administration can greatly help student-athletes morale and overall transition into a new phase of their life and improve the likelihood of their success during their college career. Some student-athletes are more in need of help than others. In my experience, all of the student-athletes are treated the same but the way they respond to their advisor makes the difference. Certain student-athletes are admitted to universities under special permission and these student-athletes need academic support services to ensure their academic success. (GastonGayles, p.50) Approximately 10% of student-athletes across college campuses require some form of serious counseling. (Broughton & Neyer, p.47) Academic advisors need to understand the philosophical and social climates surrounding the athletics department to contribute the success of the student-athlete advising program (Gruber, p.44). I learned in my interview that the academic advisors role is important to them and they get a lot of satisfaction out of seeing student-athletes succeed. Research As an athlete, we are competitive and know how to accept consequences, the same can be true for some with regard to academics but could improve if rules were implemented. For this project, I viewed a staff member in the NCAA Eligibility and Student-Athlete Success department. She has weekly meetings with athletes from different sports and talks to them on a daily basis about due dates, tests and meetings. I interviewed the staff member, and asked a few questions about her job.

Running head: Student-Athletes and Academic Advisor Discourse Community Ethnography The staff member was very helpful and gave me good insight to my project. She explained to me that some meetings are more productive than others based on the needs of the student-athlete. There are some meetings that are very intense and some meetings that may only follow-up on due dates in planners. She communicates with her student-athletes many different ways including e-mail, text, JumpForward software or phone calls. Each of these forms of communication helps her and the student-athletes remain informed. The staff member explained that some student-athletes like one form of communication better than some others. The method of communication between the student-athlete and advisor can sometimes cause trouble. Sometimes student-athletes will say they did not get an e-mail or a text, so several modes of communication are put in place so the student-athlete doesnt have trouble getting any message or information. I also asked the staff member what happens with student-athletes who are required to meet with her dont communicate as well and she said typically they struggle a bit more than other student-athletes in her experience. After seeing one of the staff members meet with a student-athlete and interviewing her, I was able to see how a weekly meeting runs. In the academic meeting the academic advisor was the authoritative figure, but they worked together to work toward the student-athletes weekly goal. My research helps prove that the academic advisor can play a huge role in the success of the student-athlete if they take advantage of their guidance. If rules were put in the studentathlete handbook to ensure the student-athlete was following them, their success is far more likely.

Running head: Student-Athletes and Academic Advisor Discourse Community Works Cited Broughton, E., & Neyer, M. (2001). Advising and Counseling Student Athletes. New Directions For Student Services, (93), 47-53. Gaston-Gayles, J. L. (2003). Advising Student Athletes: An Examination of Academic Support Programs with High Graduation Rates. NACADA Journal, 23(1/2), 50-57. Gruber, C. (2003). What Every Academic Advisor Should Know About Advising Student Athletes. NACADA Journal, 23(1/2), 44-49. Thompson, J., & Gilchrist, E. (2011). The Academic Advisor's Playbook: Seeking Compliance from College Student-Athletes. NACADA Journal, 31(1), 29-41. Wardle, E., & Downs, D. (2011). Writing about Writing: A college Reader. Boston: Bedford/St. Martins.

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