# data[].attributes.body
Qualitative data collection using a case study design.

Small focus groups of 8-9 students, individual interviews and a short online survey with two open ended questions. tilize voice recordings, notes and memos.

SA may not be familiar with surveys and response rate with open ended questions may be limited. Intention of focus groups and interviews are to ensure descriptive data of SA perceptions is collected.

Data will be transcribed and organized with a chart by themes prior to coding. Looking for similarities, differences, patterns.

Considering using a sample focus group after transcribing to ensure data accurately reflect how SA responded.

As transcribing, answer the question, "What are the students saying that answer my questions?” . e-read and re-listen multiple times.

# data[].attributes.body
Good morning, Cindy, your padlet looks great. It's clearly oraganized and pleasing to the eye. The audio explanation is well spoken and understood. My one recommendation would be to go back through some of your posts and bullet them out so they ready more like bullet points rather than paragraphs. Otherwise, great job!!

# data[].attributes.body
Nice job here Cindy! I like the background you have chosen and the overall layout and organization of your Padlet wall. I am also very intrigued by your topic and find it to be quite interesting. I have two brothers who are collegiate baseball coaches, and I am a football coach, so this is a topic that certainly resonates with me.

Do you believe that responses and experiences could differ depending upon the athletic program, and its specific demands? If so, you would you be collecting demographic information on the respondents?

A couple other notes:

-In your purpose of the program section, "prepared" should read "prepare".

-You may want to look at your wording of points in the evaluation purpose section.

-Have you considered using a a few likert scale questions on the survey for some basic data on preparedness and then you could include some of your more qualitative open-ended questions as well? I know you voiced some concerns about survey use, but it may be a way to collect some basic ideas from SA's.

Overall, I am really interested in your evaluation. I think you are off to a great start and certainly are demonstrating a level of self-awareness regarding your areas of comfort, concerns, and interest. Great job and continued good luck!

# data[].attributes.body
Assignment 3A

# data[].attributes.headline
University of Hawaii Student-Athlete Academic Services Summer Bridge Program 

# data[].attributes.subject
University of Hawaii Student-Athlete Academic Services Summer Bridge Program 

# data[].attributes.attachment_link.title
Student Athlete Academic Services | Univeristy of Hawaii Athletes

# data[].attributes.headline
Current academic issues impacting student-athletes. 

# data[].attributes.subject
Current academic issues impacting student-athletes. 

# data[].attributes.body
The University of North Carolina academic scandal news story concerning student-athletes is not of surprise to anyone who works in athletics. Priorities at major institutions are not always academic driven for SA in high profile sports.

Many at-risk SAs are recruited and admitted to major Universities based on their athletics skills.

Many SAs restricted on what they can and cannot do academically at their University due to practice schedules and athletics demands.

Many athletic departments invest in academic support services to assist at-risk SA.

Universities need to evaluate the student-athlete academic support services to determine if the academic needs of the SA are being met and if the priorities are academics.

# data[].attributes.attachment_link.readable_text
A former University of North Carolina football player has become the first to sue the university over an 18-year academic scandal that kept athletes eligible to play sports by taking classes that never met.

Mike McAdoo was a football player who lost his eligibility in 2011 when he was accused of getting too much help with a paper, and was one of the first athletes revealed to have taken part in "paper classes," for which the only requirement was completing a single paper.

Now he's suing the university in federal court, saying UNC broke its promise to give him an education in return for playing sports. His lawsuit is a class-action suit that the other 3,100 students who enrolled in the fake classes -- nearly half of whom are athletes -- could easily join.

"From selection of a major to selection of courses, the UNC football program controlled football student-athletes' academic track, with the sole purpose of ensuring that football student-athletes were eligible to participate in athletics, rather than actually educating them," says his lawsuit, filed Thursday by the law firms of Ferguson, Chambers & Sumter in Charlotte, North Carolina, and Mehri and Skalet in Washington, D.C.

"UNC has reaped substantial profits from football student-athletes' performance for the school, but it has not provided them a legitimate education in return. As such, UNC has breached its contract with Plaintiff and Class members, in violation of North Carolina common law," wrote his attorney, Jeremi Duru, who is also a professor of law at the Washington College of Law.

On Monday, the school responded to the suit: "The University of North Carolina at Chapel Hill became aware Friday of the lawsuit filed by former student Michael McAdoo. The University will reserve further comment until we've had the opportunity to fully review the claims," said Rick White, associate vice chancellor for communications and public affairs at UNC.

McAdoo, who spoke to CNN earlier this year, says he was recruited by many schools as a high school senior but chose UNC because he was promised a good education.

"When the coaches and academic staff came to my house all the way in Tennessee, you know they, they wasn't even talking football, they was talking academics," he told CNN earlier this year. "So they were saying, 'You know what, we can't promise your son that he's going to go to the NFL, but one thing that we can promise him is that he will get a college degree.'"

That didn't happen. McAdoo lost his eligibility and never graduated, caught up in the paper class scandal that was known to and used by about two dozen administrators, according to a scathing independent report released last month.

McAdoo was a pretty good student, but his grades and test scores fell much below the average student admitted to UNC, a top national public school with a reputation for rigorous academics and selective admission.

McAdoo's high school GPA was 2.9. Most admitted UNC students have high school GPAs between 3.6 and 4.3, according to the school's website.

The report last month by former federal prosecutor Ken Wainstein followed an eight-month investigation and confirmed what whistleblowers had been saying: Many student athletes were admitted to play sports when they were underprepared for college classes at UNC.

McAdoo told CNN earlier this year that he felt he was scapegoated in 2011, when he was kicked off the team for cheating.

Since 2011, when the fraud first came to light, the university has refused to acknowledge that members of the academic support staff knew about the paper classes and funneled athletes into them in the way that McAdoo described. He insisted they did know, and his story matched that of whistleblower Mary Willingham, who was also disregarded by the university administration for years and is also suing the school.

McAdoo told CNN he had expressed interest in studying criminal justice, but was told on his first day of scheduling that he had to pick from three majors that fit his football schedule -- Exercise and Sport Science, Communications, and African-American Studies, where the paper class scandal existed. McAdoo said his predetermined schedule included some of the paper classes.

The report done by Wainstein, a partner with Cadwalader, Wickersham & Taft, found that many of the things McAdoo told CNN were true.

There were, the report said, nearly 30 staffers and administrators who knew about the paper classes, including McAdoo's academic advisor, Beth Bridger. Then-head football coach Butch Davis also acknowledged knowing about the scheme.

"I lost an education. I lost trust in the school -- someone I thought had my best interest. I definitely lost out on two seasons of football which would have put me in a better situation than I am now," McAdoo told CNN shortly after Wainstein's report was made public.

In the suit, Duru asks that a judge appoint someone to make sure that student athletes are no longer forced into certain majors as a condition of playing sports.

"We're not trying to vilify UNC, we're trying to restore one of its greatest traditions," Duru said.

It also seeks some kind of relief for the athletes like McAdoo who did not get the education they were promised.

"Now the key is trying to make it right for those student athletes who were done wrong," Duru said.

McAdoo's lawsuit could potentially uncover even more than the damning Wainstein investigation, which was by far the most thorough and provided a slew of information that had previously been discounted by UNC.

The difference is in the power of subpoena.

McAdoo's lawyers will be able to depose people who declined to talk to Wainstein -- potentially key participants whom Wainstein called out for refusing to cooperate, like the former director of football Cynthia Reynolds and the former interim head football coach Everett Withers.

Withers is now a coach at James Madison University and Reynolds is in academics at Cornell.

The former associate dean and director of the men's basketball team, Carolyn Cannon, and another counselor for football, Octavus Barnes, also refused to cooperate, according to the Wainstein report.

Willingham, who is suing UNC in a whistleblower-related lawsuit, said she also hopes to depose people who were not interviewed by Wainstein's team, such as members of the board of trustees.

"There's still a lot of denial, and Wainstein did not conduct his investigation with anyone under oath, nor did he have subpoena power," Willingham said.

# data[].attributes.attachment_link.keywords[]
former unc athlete sues school over academic scandal - cnn

# data[].attributes.attachment_link.title
Former UNC athlete sues school over academic scandal

# data[].attributes.attachment_link.description
A former University of North Carolina football player has become the first to sue the university over an 18-year academic scandal that kept athletes eligible to play sports by taking classes that never met.

# data[].attributes.body
The Student-Athlete Academic Services (SAAS) at the University of Hawaii at Manoa (UHM)  provides a summer bridge program (SBP) designed specifically for recruited incoming student-athletes who have been identified as academically at-risk and underprepared.

The program is an intensive highly structured 6-week academic readiness and transitional program that includes two academic courses, daily meetings, tutor sessions and athletically related activities such as summer practices.

The current program is designed around the needs of the coaches and is not geared towards academic and transitional needs of SA.

# data[].attributes.body
The purpose of the program is to prepare at risk student-athletes for their first semester at UHM.

# data[].attributes.body
The purpose of the SBP evaluation is understand the SA perception of the program to determine what elements they value to redesign and strengthen the program to meet their needs. The focus is getting descriptive feedback from the SA on the program.

# data[].attributes.body
1) In what ways do student-athletes feel prepared for their first semester at  the University of Hawaii after after participating in the summer bridge program?

2) In what ways could the summer bridge program be improved to assist student-athlete during their first semester at the University of Hawaii?

# data[].attributes.headline
Important details about the program that I am focusing on. 

# data[].attributes.subject
Important details about the program that I am focusing on. 

# data[].attributes.body
Perceptions of students and staff may differ on what is needed or of value in preparing for the first semester at UHM.

The UHM SAAS SBP is more of a transition program for SA to assimilate onto campus, it does not focus on remedial subjects such as math.

From a SA perspective, what may be needed to strengthen the program?

How do SAs feel the SBP program assists them in becoming prepared for their first semester?

How and why do the they feel they way they do about the SBP?

In what ways can the SBP be improved to meet the needs of the SA from their perspective rather than the perspective of faculty and staff?

How can the data be used to provide athletics administration the information to allow academic more autonomy in planning a SBP tailored toward the specific needs of the SA without influencing athletic factors such as practice times?

# data[].attributes.attachment_link.description
The official website for the University of Hawaii at Manoa athletics

# data[].attributes.body
I have concerns with my key questions. I tried to keep the question general as possible due to my audience. The main goal is to get meaningful response from the SA to improve the program from their view considering their needs. The SAs are a unique student group with additional demands of participating on a sports team. In addition to participating in the SBP the SA are required to attend an
informal "voluntary" team practice and participate in conditioning,
which accounts for a minimum of three to four hours. Some incoming SAs are required
to participate in local summer leagues late at night. To better understand
the needs of the entering SA descriptive qualitative feedback is
needed.

For data collection, should I have all the questions asked during the focus group?  Is it worth having the online survey? I was also considering having the same focus group answer the same questions at the completion of their first semester. The academic advisers and coaches have full control of the SA and participation and completion rates
are not a concern. Time will be scheduled during regularly schedule team study
session to complete the evaluation if I were to add a data collection component
at the end of the first semester. The reason for adding this component would be
to see how the SA reflects after they have experienced. I left this component
to keep everything as simple as possible to focus.