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Career Development Final Essay

Career Development Final Essay

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Published by Kate Nelson

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Categories:Topics, Art & Design
Published by: Kate Nelson on May 07, 2012
Copyright:Attribution Non-commercial

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02/04/2014

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Running Head: Independent Study Course Nelson 1
Independent Study CourseKate NelsonDecember 17
th
, 2011
 
Running Head: Independent Study Course Nelson 2
Introduction
Student development is a crucial part of every college student’s experience. For most
students college campuses offer convenient resources to ensure a well-rounded experience byallowing providing student engagement opportunities and career development workshops thathelp foster career goals or graduate school goals
. Collegiate athletics can complicate an athlete’s
chance of receiving the full benefits of the student development process. Student athletes devotemuch of their time to training, practicing and competing in their athletic activities but the overallvalue of a higher education experience might be compromised (Gayles & Hu, 2009). Collegiateathletic departments must create programs that harness student engagement, career developmentand support career goals. Programs concerning student engagement will create a connectionbetween student athletes and the general student body. Student athletes will have a chance to seelife outside of athletics by exploring campus programs such as study abroad, student run groupsor clubs, and partake in a career related internship. Career development programs will focus onenhancing the student athletes networking skills along with professional career events; provideresume building workshops, intervi
ew evaluations and will match student’s majors with
professionals in that specific field.
Assessing student athletes’ career goals or graduate school
goal
s throughout their collegiate experience will increase the student’s chance of becoming
successful after graduation. Collegiate athletic programs need to create awareness that studentathletes must have a plan of action after graduation. Success after collegiate sports will dependlargely upon what was done during those four years to prepare the student athlete for the nextphase of their lives.Purpose:
 
Running Head: Independent Study Course Nelson 3
The purpose of this study was to interview three Division I athletic programs to assessbest practices for how each athletic program implemented career development opportunities into
their athletes’ collegiate experience.
The three universities interviewed were DePaul, NorthernIllinois and Northwestern. Loyola University Chicago was used as a baseline to compare againstthe other institutions. The scheduling of the interviews took most of the semester to organizethrough telephone or in person interviews with a representative from each athletic program. Eachrepresentative received a questionnaire prior to the start of the interview via email. Thesequestions covered areas such as student engagement, career development and career or graduateschool goals. The three topics listed have been concluded through prior research to significantly
impact a student athlete’s collegiate experience potentially altering their overall student
development if not adequately enforced through the athletic programs.Data:For this project I researched general information about each institution. I wanted to gatherinformation about the universities of the student athlete population compared to the overallundergraduate population, the number of academic advisor or career development personnel who
monitor the student athletes progress and the breakdown of each varsity sports men’s andwomen’s.
DePaul University is a private, urban institution with an undergraduate student bodypopulation of 16,384. The student athlete population is 225. DePaul is a part of the Big Eastconference.The athletic department has three full time employees to handle academic advisingand life skills for the student athletes. Two staff members are responsible for academic advisingwhile one staff member coordinates the life skills program. The athletic program has 11 varsity

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