Abstract
Participation in intercollegiate athletics is an important component in the overall educational experience for many Division III students. However, college athletes have regularly reported both positive and negative experiences in managing their academic and athletic commitments (Simons, Bosworth, Fujita, & Jensen, 2007). Support for broad-based success is an on-going concern for administrators and athletic department personnel, and the role of faculty, in and out of the classroom, is considered to be particularly important. (Cotten & Wilson, 2006; Pierce, 2007). This study was designed to investigate the perceptions of NCAA Division III athletes in relation to faculty interactions, and the use of academic support programs. Surveys and focus groups were used to collect quantitative and qualitative data. Respondents considered athletic participation to be a valued component of their collegiate lives and had strong athletic identities (M = 38.75; maximum score = 49). Athletes reported generally positive views of their interactions with faculty; however, some negative perceptions also existed. Significant differences in the perceptions of Division III athletes were found based on maturity level, gender, GPA and visibility of sport played. Recommendations are offered including suggestions for increased collaboration between academic and athletic personnel, and increased use of peer advising.
Recommended Citation
Williams, Jo; Colles, Colleen; and Allen, Kim J.
(2010)
"Division III Athletes: Perceptions of Faculty Interactions and Academic Support Services,"
Journal of Issues in Intercollegiate Athletics: Vol. 3, Article 12.
Available at:
https://scholarcommons.sc.edu/jiia/vol3/iss1/12