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The Professional Development Pathway on Becoming a Successful Student-Athlete at Concordia University TexasLoading...
Chapter 1
Why does Concordia student-athlete need a Professional Development Plan?
Concordia University is an institution built on a Life-Changing Education path. Thirty-Two Percent of our student population are athletes and play an instrumental role in representing our institution at Division III level.
According to IPEDS (2021), we have witnessed four consecutive year increases in the number of student-athletes that have dropped out or failed to complete their education; an extremely concerning stat. Over the last couple of weeks, there have been ongoing discussion with recently graduated students. The lack of leadership, direction and guidance within the school environment often seemed to be a mainstay in regular conversations.
Concordia University's strategic plan involves offering better resources for the University's students to ensure that all student immediate needs are met. With our long term vision based on being the premier university in the region, it is vital we use our resources like support services to better the experiences of our student athletes.
The goal with this program is to have in place a one credit hour class that is mandatory for all incoming freshman student-athlete at Concordia. This class will be led by Manny Iloba, the Men's Assistant Soccer Coach and will focus on integrating survival and non-negotiable skills in the first year of these students. The expectation is to challenge these student - athletes to find the balance needed to thrive on and off the field.
Why does Concordia student-athlete need a Professional Development Plan?
Concordia University is an institution built on a Life-Changing Education path. Thirty-Two Percent of our student population are athletes and play an instrumental role in representing our institution at Division III level.
According to IPEDS (2021), we have witnessed four consecutive year increases in the number of student-athletes that have dropped out or failed to complete their education; an extremely concerning stat. Over the last couple of weeks, there have been ongoing discussion with recently graduated students. The lack of leadership, direction and guidance within the school environment often seemed to be a mainstay in regular conversations.
Concordia University's strategic plan involves offering better resources for the University's students to ensure that all student immediate needs are met. With our long term vision based on being the premier university in the region, it is vital we use our resources like support services to better the experiences of our student athletes.
The goal with this program is to have in place a one credit hour class that is mandatory for all incoming freshman student-athlete at Concordia. This class will be led by Manny Iloba, the Men's Assistant Soccer Coach and will focus on integrating survival and non-negotiable skills in the first year of these students. The expectation is to challenge these student - athletes to find the balance needed to thrive on and off the field.
Chapter 2
The Engagement Process between Student-Athletes and Mentor
As seen in any learning module, communication and engagement is a pivotal process of dialogue. The classroom is one that will be encourage open communication and interaction among students on strategies they believe has contributed to their success at Concordia.
In order for students to stay engaged, the following strategies represent several ways communication and accountability will be maintained throughout the 8 week course:
· Open Classroom Dialogues and Interactions among students.
· Navigating and embracing shared student-athlete experiences.
· Challenging Students to meet individual and team weekly goals.
· Communicating with coaches of various sports to encourage their student-athletes to stay engaged.
· Classroom Student-Athlete of the Week Honors.
The Engagement Process between Student-Athletes and Mentor
As seen in any learning module, communication and engagement is a pivotal process of dialogue. The classroom is one that will be encourage open communication and interaction among students on strategies they believe has contributed to their success at Concordia.
In order for students to stay engaged, the following strategies represent several ways communication and accountability will be maintained throughout the 8 week course:
· Open Classroom Dialogues and Interactions among students.
· Navigating and embracing shared student-athlete experiences.
· Challenging Students to meet individual and team weekly goals.
· Communicating with coaches of various sports to encourage their student-athletes to stay engaged.
· Classroom Student-Athlete of the Week Honors.
Chapter 2
The Engagement Process between Student-Athletes and Mentor
As seen in any learning module, communication and engagement is a pivotal process of dialogue. The classroom is one that will be encourage open communication and interaction among students on strategies they believe has contributed to their success at Concordia.
In order for students to stay engaged, the following strategies represent several ways communication and accountability will be maintained throughout the 8 week course:
· Open Classroom Dialogues and Interactions among students.
· Navigating and embracing shared student-athlete experiences.
· Challenging Students to meet individual and team weekly goals.
· Communicating with coaches of various sports to encourage their student-athletes to stay engaged.
· Classroom Student-Athlete of the Week Honors.
The Engagement Process between Student-Athletes and Mentor
As seen in any learning module, communication and engagement is a pivotal process of dialogue. The classroom is one that will be encourage open communication and interaction among students on strategies they believe has contributed to their success at Concordia.
In order for students to stay engaged, the following strategies represent several ways communication and accountability will be maintained throughout the 8 week course:
· Open Classroom Dialogues and Interactions among students.
· Navigating and embracing shared student-athlete experiences.
· Challenging Students to meet individual and team weekly goals.
· Communicating with coaches of various sports to encourage their student-athletes to stay engaged.
· Classroom Student-Athlete of the Week Honors.
Chapter 3
Learning Outcomes
.To provide students with the opportunity to develop leadership, communication, teamwork, motivation and organizational skills.
.To prepare a pathway that challenges and enables our Student-Athletes to be Career and College ready by graduation.
Learning Outcomes
.To provide students with the opportunity to develop leadership, communication, teamwork, motivation and organizational skills.
.To prepare a pathway that challenges and enables our Student-Athletes to be Career and College ready by graduation.
Chapter 4
Timeline of Professional Development Series
Week 1: The Importance of Communication
Week 2: Utilizing Campus Resources
Week 3: Creating a Weekly Schedule
Week 4: The Power and Impact of Criticism.
Week 5: Building on Relationship with Professors.
Week 6: Self-Discipline and Resilience
Week 7: Practicing Time Management
Week 8: Self Reflection: Who am I Becoming?
Timeline of Professional Development Series
Week 1: The Importance of Communication
Week 2: Utilizing Campus Resources
Week 3: Creating a Weekly Schedule
Week 4: The Power and Impact of Criticism.
Week 5: Building on Relationship with Professors.
Week 6: Self-Discipline and Resilience
Week 7: Practicing Time Management
Week 8: Self Reflection: Who am I Becoming?
Chapter 4
Timeline of Professional Development Series
Week 1: The Importance of Communication
Week 2: Utilizing Campus Resources
Week 3: Creating a Weekly Schedule
Week 4: The Power and Impact of Criticism.
Week 5: Building on Relationship with Professors.
Week 6: Self-Discipline and Resilience
Week 7: Practicing Time Management
Week 8: Self Reflection: Who am I Becoming?
Timeline of Professional Development Series
Week 1: The Importance of Communication
Week 2: Utilizing Campus Resources
Week 3: Creating a Weekly Schedule
Week 4: The Power and Impact of Criticism.
Week 5: Building on Relationship with Professors.
Week 6: Self-Discipline and Resilience
Week 7: Practicing Time Management
Week 8: Self Reflection: Who am I Becoming?
Chapter 5
Survey Evaluations and Feedback
At the end of the 8th Week, students will do a survey pertaining to lessons learned over the weeks. Surveys will be given out in the form of a Likert Scale response. Students will be strongly encouraged to provide real opinions and viewpoints. Based on feedback, revised changes will be made at the end of each semester.
Survey Evaluations and Feedback
At the end of the 8th Week, students will do a survey pertaining to lessons learned over the weeks. Surveys will be given out in the form of a Likert Scale response. Students will be strongly encouraged to provide real opinions and viewpoints. Based on feedback, revised changes will be made at the end of each semester.
