Intercollegiate Athletics is an integral part of UNLV and must be supportive of the University's primary missions of education, research, and public service. The University acknowledges that a successful athletic program is one that strives for excellence on the field of competition but recognizes that success is not measured solely by won-lost records.
UNLV's Department of Intercollegiate Athletics measures success also by how the program contributes to the overall development of the athlete as a student and a good citizen and supports the primary missions of the University.
During the 1995-96 academic year, the University of Nevada, Las Vegas revised its mission statement and set goals for the upcoming decade. One result of the institutional planning process was a commitment to become a "premier urban university." This theme responds to UNLV's location in a rapidly growing and increasingly diverse metropolitan area.
Specifically, creating an inclusive and just campus environment was one of seven goals articulated in UNLV's planning document. The goal statement reads, "UNLV will be characterized by a civil, inclusive campus climate that demonstrates a respect for individual differences and a commitment to equity and free expression." Included among the specific action items listed in conjunction with this goal are fostering a campus environment that respects diversity; recruiting and retaining a more diverse student body, faculty, and staff; providing access and support for underrepresented groups; and promoting understanding through opportunities for conversation among members of the university community.
In 1997, the Department of Athletics adopted a new mission statement that included a statement of philosophy for intercollegiate athletics. The Department wrote goals that supported the institutional goals and included specific action items. In advocating for a just campus environment, the Department established the following goal: "The Department of Athletics is committed to providing women student-athletes with participation opportunities which meet all the Federal law requirements as outlined by
The Office of Civil Rights under Title IX of the Education Amendments of 1972 and to providing an environment that values diversity for its student-athletes, coaches and staff."
During the 1997-98 school year, the University of Nevada, Las Vegas Department of Intercollegiate Athletics developed a plan for minority opportunities. By design, the plan centers on one important, over-arching goal:
increases leadership opportunities for ethnic minority coaches, professional staff, and administrators.
Executive Summary
In conjunction with UNLV's goal to establish a just and inclusive campus climate and the NCAA certification process, the Department of Athletics established a committee to consider the department's commitment to equity. As a part of the self-study, the committee examined the institutional strategic plan, institutional data, and departmental data. In addition, to propose departmental goals for minority opportunities, the committee hosted an inclusive planning session and developed and implemented a survey of both department personnel and student athletes.
Specifically, in February of 1998, Athletic Director Charles Cavagnaro invited a representative group (see Appendix A) to attend a planning forum to begin developing department goals and objectives for minority opportunities. The forum, facilitated by Dr. Rebecca Mills, chair of the Commitment to Equity Committee, allowed a diverse group of individuals to discuss issues of importance to the Department. The agenda for the session included a thorough review of demographic data, a large-group discussion of the current situation vis a vis minority opportunities, and a brainstorming session about the benefits of increasing diversity among department staff. In 1996, minority representation for student-athletes (41%) was compared to the campus student population (21%) . Minority representation for Athletic Department full/time employees (18%) was compared to the campus faculty employment (15.1%). Minority hires for head coaches (17%) and assistant coaches (30%) were reflected as such during the same period. However, no minorities hold senior administrative level staff positions for the Athletic ____________________________________________________________________ IV Introduction
Department. In concluding, participants responded to the questions, "What should be the department's goals for minority opportunities?" and "What strategies might help the department realize the goals?"
Participants' comments were recorded, and, following the planning session, discussion notes were shared with all staff in the department. Members of the Commitment to Equity Committee, many of whom observed the planning forum, then
discussed issues that arose in the forum and proposed four specific goals. When the goals were shared with the NCAA Steering Committee, that group suggested that the Department propose one goal with the other three statements as intended results. The Committee agreed to this change.
In order to gather additional information about the department prior to drafting a Minority Opportunities Plan, the Commitment to Equity Committee developed and implemented two surveys. The committee developed separate surveys to gather information about the perceptions of student athletes and department personnel in order to set goals for "student athlete welfare, gender equity, and minority opportunities."
The survey of personnel, mailed in February to all employees of the Department of Athletics, was completed by twelve employees (seven coaches, four professional staff, and one classified staff). Survey respondents remained anonymous; they completed the survey and then returned it via campus to Dr. Mills. The survey of student athletes was distributed to students by representatives of the Student Athlete Advisory Board.
Introduction
Surveys were returned to the student representatives, to the office of Rob Philippi, or to the mailbox of Dr. Mills. Surveys were completed and returned by 143 student athletes. Dr. Mills compiled survey results (see Appendix B and Appendix C) and shared them with a subcommittee of the Commitment to Equity Committee, the NCAA Steering Committee, and the Athletic Director. Responses to open-ended questions were used to complete the self-study on the operating principles of commitment to equity and to draft a Minority Opportunities Plan which was completed in July, 1998.
In August, 1998 a committee was appointed by the Director of Athletics to review the Minority Opportunities Plan Draft. The committee was charged with developing strategies to meet the proposed goal and intended end results. Strategies articulated during the planning forum were incorporated into the plan. These included action items pertaining to recruitment and retention of ethnic minority student athletes and employees, and leadership opportunities as well. Anonymous results from the student athlete and employee surveys, specifically regarding opportunities provided for minorities, were also used to mold this action plan (Appendix D). The Minority Opportunities Committee will meet quarterly to act as an oversight committee for the Department of Athletics on this action plan and will complete an annual review of the plan.
A draft of the Minority Opportunities Action Plan in its entirety was shared with members of the Commitment to Equity Committee, senior administrative staff in
Introduction
The Department of Athletics, the leadership of the Student Athlete Advisory Board, the Intercollegiate Athletic Council members, the university's executive officers, and the Director of Diversity Initiatives. Based on their suggestions, the plan was revised. The plan was posted on the Department web site; copies are also available in the Athletic Director's office and in the campus library.
In conclusion, the Department of Athletics and the campus as a whole are committed to providing equitable opportunities to ALL students and staff. This will foster a campus environment that respects diversity; recruits and retains a more diverse student body, faculty and staff; provides access and support for underrepresented groups; and promotes understanding through opportunities for conversation among members of the university community.
Introduction
APPENDIX A
Commitment to Equity Planning Forum
LIST OF PARTICIPANTS
Barry Barto, Head Coach, Men's Soccer
Cheryl Bowles, Professor of Nursing*
Ann Casados Mueller, Director of Diversity Initiatives
Charles Cavagnaro, Director of Athletics
Larry Chin, Manager of Athletic Equipment
Deitre Collins, Head Coach, Volleyball
Glynn Cyprien, Assistant Coach, Men's Basketball
Karen Dennis, Head Coach, Track/Cross Country
Thalia Dondero, Regent, UCCSN*
Daron Dorsey, Student Athlete
Larry Easley, Head Coach, Men's Tennis
Mike Garcia, Assistant Athletics Trainer
Jeff Gelfer, Associate Professor of Special Education*
Larry Hamilton, Special Asst. to Director, Human Resources
Staci Hendershott, Head Coach, Women's Soccer
Jeff Horton, Head Coach, Football
Robyn Johnson, Assistant Coach, Swimming
Lisa Kelleher, Assistant Athletic Director
Jerry Koloskie, Assistant Athletic Director
Myrlene LaMancusa, Faculty Athletic Representative
Velicia McMillan, Director of Multicultural Student Affairs*
Ruffin McNeill, Assistant Coach, Football
Wendy Meyers, Director of Business Affairs, Athletics
Rebecca Mills, Special Assistant to the President*
Nadine Nemhart, Student Athlete
Sam Papalii, Assistant Coach, Football
Chris Parris-Washington, R. E. Coach, Softball
Susan Pitz, Assistant Sports Information Director
Jim Reitz, Head Coach, Swimming
Barbara Sudek, Athletics Human Resource Specialist
Eric Toliver, Athletic Academic Advisor
Joaquin Trujillo, Student
*Member, Commitment to Equity Committee
APPENDIX B
University of Nevada, Las Vegas
Department of Intercollegiate Athletics
Commitment to Equity Survey of Student Athletes - Results
1. Do you believe that UNLV's Athletic Department is committed to the fair treatment of student athletes?
Yes 91 No 51
Why or why not?
Y: equal and fair treatment; good treatment of athletes
help with classes, tutoring
care about us and provide us with what is needed
N: different treatment, publicity, facilities and benefits (by sport; male vs. female)
Football and men's basketball seem to get better treatment
2. Do you believe that UNLV's Athletic Department is supportive of student athletes in their academic role as students?
Yes 126 No 18
If yes, provide examples; if no, provide suggestions for improvement.
Y: education at UNLV is important and placed first
Counselors, tutoring, study halls, progress reports
Top 30 Scholar Athletes and other recognitions
Strong advising staff
Coaches encourage us to have goals
N: give rodeo team the chance to be recognized
Give praise for good grades
Coaches need to reinforce advisors' instructions
Intervene early (esp. with freshman)
need a more flexible study hall when majors require shop/lab time
3. Do you believe that UNLV faculty, in general, are supportive of student athletes in their academic role as students?
Yes 101 No 56
If yes, provide examples; if no, provide suggestions for improvement.
Y: Coaches remind us about classes and study hall
Professors are understanding of time constraints for athletes
Teachers allow late tests and make-up work
Teachers ask how the team is doing, where we're ranked, etc.
We can miss practice for study groups
N: Some faculty do not know or act as though a student is an athlete
My assignments fall behind because teachers don't care about athletes
Some teachers stereotype because we are athletes
A few make it tough and don't think we should miss for competitions
Faculty should be made aware of policies toward student athletes
4. Do you believe that the UNLV Athletic Department evaluates the welfare of student athletes?
Yes 87 No 46
If yes, provide examples; if no, provide suggestions for improvement.
Y: This survey is an example
Helpful academic advisors and concerned coaches
Student Athlete Advisory Board
Increasing number of student athletes who are graduating
Athletic Department provides a lot of help
N: Constant cuts to our budget
We are expected to make a little (money) last a long time; need more stipends
Football and basketball consume the department
When athletes are injured the commitment changes (x2)
Need to inform us about financial aid available
Department needs to become involved in all aspects of athlete's well-being
5. Do you believe that UNLV's educational enhancement programs for athletes (education about substance abuse, AIDS, nutrition education, career guidance) are effective and accessible?
Yes 86 No 55
Why or why not?
Why
Programs are available if we need them
Programs are very helpful and informative
Why Not
I did not know anything about these programs (several students)
I have heard nothing more about these topics since my freshman year
Because students make their own minds up
Programs are not always effective in changing behaviors
6. Do you believe that UNLV's Athletic Department is committed to gender equity?
Yes 97 No 41
Why or why not?
Why
They are starting to improve women's sports
Everyone is treated fairly; equal use of facilities
Women get "as much as we do"
Scholarships
Adding women's sports
Why Not
Men get better treatment
Women do get treated differently
Women do not get as much as men
Title IX hurts men's athletics
More marketing of men's sports
Difference in facilities
7. Are male student athletes treated fairly in regard to:
Travel YES 116 NO 12
Meal Allowance YES 93 NO 34
Practice Schedules YES 109 NO 21
Facilities Use YES 120 NO 10
Marketing and Promotions YES 88 NO 41
8. Are female student athletes treated fairly in regard to:
Travel YES 78 NO 23
Meal Allowance YES 77 NO 24
Practice Schedules YES 93 NO 9
Facilities Use YES 73 NO 28
Marketing and Promotions YES 48 NO 50
9. Do you believe that UNLV's Athletic Department is committed to providing equitable opportunities for minority student athletes?
Yes 119 No 9
Why or why not? (Note: there were hardly any written responses to
this question)
Why
I don't see or hear about any problems
People are treated equally
Great ethnic variety among student athletes
Why Not
Little or no recruitment of female Hawaiian athletes
10. What specific changes would you like to see in UNLV's athletic programs?
Equal treatment for all teams; equal promotion of all sports
More equitable treatment of women's sports (especially in marketing, facilities, practice scheduling)
More UNLV clothes to wear away from school
More attention to Olympic sports
A male track team
More help for student athletes with financial needs
Explain all teams' budgets and breakdown of funding
Athletic administrators need to be present at all teams' competitions
Equal use of the weight room
Notify teachers in advance when absences will occur to avoid misunderstandings
Solicit sponsors for other sports
More women's basketball games in the Thomas and Mack
Need training table
Provide equal stipends, higher stipends
11. In order to help us better understand the results, please complete the following information:
Gender Male 93 Female 50
Classification Freshman 43 Sophomore 35 Junior 45 Senior 19
Ethnicity Caucasian 96 Black 20 Hispanic 8 Asian 4
American Indian 1 Other 13
Sport __________________________________________
Return Survey No later than March 16 to Rebecca Mills, Mail Code 1023; FDH 708
APPENDIX C
University of Nevada, Las Vegas
Department of Intercollegiate Athletics
Commitment to Equity Survey of Athletic Department Personnel
1. Do you believe that UNLV's Athletic Department is committed to the fair treatment of student athletes?
Yes 10 No 1 "Neutral" 1
Why or why not?
Y: Scholarships same
Consistent medical, facilities, policies
No discrepancies in scholarships except both basketballs
Facilities improving
N: Need same stipend/travel dollars
Preferential treatment (stipends and personal treatment)
2. Do you believe that UNLV's Athletic Department is supportive of student athletes in their academic role as students?
Yes 11 No 0 "Neutral" 1
If yes, provide examples; if no, provide suggestions for improvement.
Y: Great tutors, director; more academic advisors per student than other schools study table; committed, caring advisors (x2); access to computers; set goals for students; study hall; academic support for all
N: Need fifth-year aid again
Need more flexibility in times available for SA's to take p.m. courses
3. Do you believe that UNLV faculty, in general, are supportive of student athletes in their academic role as students?
Yes 11 No 1
If yes, provide examples; if no, provide suggestions for improvement.
Y: Understanding; overall SA's receive same treatment as other students
Most are willing to work with student athletes
Willingness to complete progress reports; presence at recruiting weekends
Extra time
N: Make up work is difficult
Should be consequences for faculty who are not helpful in their work with SA's
4. Do you believe that the UNLV Athletic Department evaluates the welfare of student athletes?
Yes 8 No 2 Neutral 1 No Response 1
If yes, provide examples; if no, provide suggestions for improvement.
Y: Review of equipment, medical, housing, nourishment issues
Coaches hold themselves accountable for this
Serious needs are addressed
N: Exit interviews would help
Seek more ways for input
Plan of action is needed
Reinstate 5th-year aid
Consider a student ombudsman
5. Do you believe that UNLV's educational enhancement programs for athletes (education about substance abuse, AIDS, nutrition education, career guidance) are effective and accessible?
Yes 8 No 2 No Response 2
Why or why not?
Y: Seems to be working
Great speakers; information is available
CHAMPS is good
N: SA's don't benefit from the program (because of time constraints or lack of encouragement)
Need a mandatory course
SA need to take advantage of resources
6. How do you believe that UNLV's process for conducting student-athlete exit interviews is used to better the student athlete experience?
Helps students prepare for future
Opportunity for candid responses
Good insight, ideas
No changes result from information
Don't know how they are used
Need to brainstorm on strategies from results
Need a larger Sample
7. Do you believe that UNLV's Athletic Department is committed to gender equity?
Yes 8 No 4 (3 Women, 1 Man)
Why or why not?
Y: $600,000
"There are women all over the place"
Every major women's sport represented
Time and effort spent on gender equity plan (x2)
Need to develop campaign to address needs
N: Takes "begging and pleading" for women's sports and coaches
Need more volleyball and women's basketball games in the TMC
Avoid South Gym (x2)
Unequal pay
8. Do you believe that UNLV's Athletic Department is committed to the fair and equitable treatment of minority student athletes?
Yes 11 No 1
Why or why not?
Y: Plenty of minority students and coaches
They are receiving the same things and support
I have seen no detrimental treatment
Department treats SA's the same
"Color blind" with respect to SA's
"Premier urban university" is conducive to diversity
Invite multicultural department and diversity department
N: Football and basketball players are treated differently
Students should not be "followed to class"
9. Do you believe that UNLV's Athletic Department is committed to the fair and equitable treatment of all athletic department personnel?
Yes 7 No 4 (3 Coaches, 1 Pro Staff) No Response 1
Why or why not?
Y: Contracts vary according to market value, experience--acceptable
All needs are met
All get to join in the fun
Coaches don't get preferential treatment
Commitment to give all resources needed to do job
Everyone seems fine
N: Lack of respect and compassion for "lowest echelon" staff; not fairly rewarded
Absence of minorities in high-level administration
10. What specific changes would you like to see in UNLV athletic programs?
Tools for evaluation designed and used (customer service surveys)
Define sport goals collectively; tier if needed
Need Athletic Development Plan
Increase funding
Advance per diem and business budget for coaches that travel and recruit
Build intramural building for students
Equal stipends for all sports
Better travel hotel stipends for coaches
More women's events in the TMC
Treat all student athletes as young adults responsible for action as are other students and with respect
Treat all personnel the same--with respect and fairness
11. In order to help us better understand the results, please circle the appropriate responses:
Gender Male 6 Female 6
Role Coach (head or assistant) 7
Professional Staff (other than coach) 4
Classified Staff 1
Return Survey no later than March 16 to:
Rebecca Mills
Mail Code 1023
