What Is The Wellesley's Mission Statement

Do student athletes make the most of their opportunity to obtain a post-secondary education? Do they have the same academic success as those students that are not athletes? Are student athletes just “dumb jocks?” The answers to these questions might surprise you. Much research has been done to dispel the myth that athletes going to college are only there to play sports with little regard to their education. Programs have been created to assure that colleges and universities hold athletes to the same standards as the everyday student. The National Collegiate Athletic Association (NCAA) has decided that the “magic number” to put the “student” back into “student-athlete” is 925 (Hamilton).

I believe Marist is a good match for me because it offers many it offers an excellent business program. The student activities that are offered are another reason why I’d like to go to Marist. I’m interested in the business club especially and by being involved in that club I believe it would lead me in successful path in my career. The trips the clubs takes to New York City interest me because by seeing the companies their I’d have more knowledge of what real life business in the career I choose looks like. The average classroom sizes are relatively small, which not many colleges or universities offer and I think that it very important in order to get the best education possible. The small size provides me with a better learning opportunity

There are about 460,000 student-athletes across the country that are registered through NCAA that participate in about 23 different sports (ncaa.org/student-athletes). A student-athlete is defined as a student who is enrolled at a four year institution and whose enrollment was solicited by a member of the athletics staff or other representative of athletics interests with a view toward the student 's participation in the intercollegiate athletics program

Intercollegiate athletics have been a part of the college experience dating back to 1852, when Harvard and Yale competed against each other in their first annual regatta race. Initially, the entry of collegiate sports onto America’s college campuses was the result of professors’ realization that a complete college experience required more than accomplishments in letters (Lewis, 1970). Furthermore, Shulman & Bowen (2011) assert

Clemson receives a total of 16, 282 applicants per year, and 63 percent of those applicants are admitted into the university. Around 33 percent of the admitted students enroll at Clemson (“Clemson University”). According to Disalvo and Digeronimo, the chances of getting into a university for athletics are increased by sending videos of highlights of that person playing their sport. Also, the author recommends that the person should visit the college they are interested in both their junior and senior year of high school (Disalvo and Digeronimo 83).

Although the many roles of a business professor are difficult to determine, Mercer University’s mission statement provides a surprisingly thorough account of these roles. The mission statement, “to teach, to learn, to create, to discover, to inspire, to empower and to serve,” may not seem like a description of the roles, but one would struggle fruitlessly to think of a great business professor who did not fulfill these roles. The importance of these roles is undeniable, however, among these roles, learning is especially important and is also the most appealing to me. This appeal is due not only because learning is the precursor for other roles, but also because of my personal adoration of learning.

Honors College Essay: In its mission statement, the UIC Honors College is described as a community of scholars whose goal is to enrich the education experience of undergraduates and allow the faculty and students of all disciplines to interact in teaching, learning and research. Please tell us “How can you contribute to the Honors College community?” What benefits do you expect in return? (400-500 words)

For many students, the college experience is measured by the success of their NCAA-sanctioned athletic programs. Without the experience and athletic performance the student athlete brings, most colleges would not reap the benefit of these significant revenue-generating activities. At best, current NCAA regulations need to be revisited to ensure all avenues are addressed to enable the success of athletic students both in the classroom and on the field or court of play. As stated previously, even though students receive full and partial scholarships determined by their athletic performance, in both instances

Loyola University Chicago has various opportunities that help engage students in different activities that can help them raise awareness of the outside world environment. Loyola’s mission statement states that “We are Chicago 's Jesuit Catholic university- a diverse community seeking God in all things and working to expand knowledge in the service of humanity through learning, justice, and faith.” Under this statement, students are reminded of engaging themselves with the community and provide service that can help the community and demonstrate God’s faith over all purposes. Through the commitment of “learning, justice, and faith”, as a student, I am inspired to do more as a person for the community. As an international student, I am very grateful of being able to participate in the Engaged Learning Community of ISOM (Information Systems Operations Management), and earn more knowledge and awareness of the case study provided in class.

The competitive athletics programs of member institutions are designed to be a vital part of the educational system. A basic purpose of this Association is to maintain intercollegiate athletics as an integral part of the educational program and the athlete as an integral part of the student body and, by so doing, retain a clear line of demarcation between intercollegiate athletics and professional sports (NCAA, 2011).

Jolley, D. (2009). Academic Achievement Is Improving for College Athletes. In C. Watkins, Sports and Athletes (pp. 71-78). Detroit: Greenhaven Press.

One of the main pressures these athletes face is academics. College athletes’ level of stress is extreme. They have to face double challenges everyday. Aside from having to perform well in their sport, they have to keep a decent grade point average (GPA). Although their classes might be less demanding, college athletes are recommended to choose an easier major so it’ll be manageable for them to balance out sports and school (Eitzen, page 56). Regardless of their majors not being

When you think of an Ivy League university like Dartmouth you think about their outstanding liberal arts programs and three leading professional schools, their high levels of research activity, and their elite social standing. While Dartmouth is primarily thought of as a school that focuses on education, yet nearly three-quarters of the undergraduate student body participate in some form of sports.

Despite the many stereotypes that are connected with being a student athlete, student athletes in general are held to much higher standards by their institutions. Before a prospective student athlete even enters college, they are made fully aware of the academic standings and requirements of the college they choose. Although the academic requirements vary from college to college, the standards are still held high for all student athletes. The transition into college can be exceptionally difficult especially for the

There has been amplified debate on the treatment, education, training of the college athlete. To avoid exploitation of athletes, “The National Collegiate Athletic Association (NCAA), formed in 1905, set bylaws requiring college student-athletes to be amateurs in order to be eligible for intercollegiate athletics competition” (Schneider n.p.). Intercollegiate athletics have dramatically changed over the last several decades. Currently, intercollegiate athletics generate tremendous amounts of revenue, remarkably in football and basketball. College sports in America is a