Data from the MAP-Works Fall 2010 Transition Survey is used in this research note. More than 100,000 respondents replied from 85 institutions. This note highlights the experiences of student athletes.
EBI MAP-Works and Ball State University partnered to create MAP-Works (Making Achievement Possible-Works). MAP-Works capitalizes on Ball State’s 20 years of experience with the original MAP (Making Achievement Possible) and EBI MAP-Works’ 14 years of experience with national benchmarking assessments. MAP-Works empowers faculty and professional staff to effectively and efficiently impact student success.
MAP-Works is a comprehensive student retention and success program designed for both first and second year students. MAP-Works identifies students early in the term allowing for immediate support and intervention. MAP-Works then serves as the infrastructure to manage critical outreach efforts on your campus.
Because the question about student athletes was included in an optional module, not all students received the question. Of the more than 90,000 students who answered the question, approximately 9% indicated they were a student athlete. Overall, athletes were similar to, or more positive than, non-athletes with regards to their academic lives. Student athletes were more likely to report attending all of their scheduled classes, studying on a regular schedule, participating in class, and communicating with their instructors outside of class. Similarly, low percentages of both student athletes and non-athletes indicated difficulties balancing their commitments. Socially, student athletes were significantly more likely than other respondents to report positives. For instance, student athletes were more likely to indicate they were meeting people they liked or who included them in their activities, they fit in, and they belonged at their institution. Overall, student athletes are more satisfied with their social lives on campus.
Student athletes’ academic experiences on campus appear similar to non-athletes, except that athletes are more likely to report basic study skills such as participating in class and studying on a regular schedule. Student athletes are not more likely than other respondents to report difficulties balancing commitments in their life. Socially, student athletes are more likely than other respondents to make peer connections and be socially integrated.
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