1. Duke University
A view of Academics and Athletics

2. Duke University
• Private research University
• Founded in 1838
• Present day faculty- 2,877
• Present day students – 13,457

3. Duke University Mission Statement
• “The mission of Duke University is to provide a superior liberal education to undergraduate
students, attending not only to their intellectual growth but also to their development as
adults committed to high ethical standards and full participation as leaders in their
communities; to prepare future members of the learned professions for lives of skilled and
ethical service by providing excellent graduate and professional education; to advance the
frontiers of knowledge and contribute boldly to the international community of scholarship;
to promote an intellectual environment built on a commitment to free and open inquiry; to
help those who suffer, cure disease, and promote health, through sophisticated medical
research and thoughtful patient care; to provide wide ranging educational opportunities, on
and beyond our campuses, for traditional students, active professionals and life-long learners
using the power of information technologies; and to promote a deep appreciation for the
range of human difference and potential, a sense of the obligations and rewards of
citizenship, and a commitment to learning, freedom and truth.
• “By pursuing these objectives with vision and integrity, Duke University seeks to engage the
mind, elevate the spirit, and stimulate the best effort of all who are associated with the
University; to contribute in diverse ways to the local community, the state, the nation and the
world; and to attain and maintain a place of real leadership in all that we do.”

4. Undergraduate Studies
• Undergraduates study in two schools.
• Trinity College of Arts and Sciences
– Offers and more broad focus of learning, or a
structured one with the FOCUS Program.
• Pratt School of Engineering
– Emphasizes undergraduate research .

5. “Duke has a New Model of Education
called, Making a Difference because
that’s what our motto is, changing the
world!”

6. Executive Summary of the strategic plan
before it got underway
Chapter 1:Began to discuss the Chapter 6: Explains
Chapter 2: Gives an
history of the school, distinctive the high priority for
analysis of the plan
identity and the areas most campus to
Duke has to do, of one
strengthen its local,
needed to improve.
that all universities
regional and
international can follow but leads
Chapter 3: Discusses the partnership its own righteous
affirmation of the five
path.
enduring themes and how
Chapter 7 &
their manifested in their
Chapter 4: details
everyday activities. Each
Chapter 8 strategies to achieve six
theme gives a beauty to the
goals to make the
school as a whole.
school, university,
students and faculty
happy and better.
Chapter 5: Presents plans for facility
infrastructure to support academic goals.

7. 1.Attract and retain outstanding faculty . Working with an
above normal $100 million budget.
2.Help build on student academic knowledge and make
connections with the world.
3.Transform the campus with new and improved facilities
4. Increase the art and attract people to cultural events
5. Recommit to diversity and access. More than 1/3 are
students of color and the Afam faculty have doubled.

8. Duke University Athletics

9. Athletic Mission Statement
• Duke University is committed to
excellence in athletics as part of a larger
commitment to excellence and
education. The guiding principle behind
Duke’s participation in Division I
athletics is our belief in its educational
value for our students. Intercollegiate
athletics promotes character traits of
high value to personal development
and success in later life. These include
the drive to take one’s talents to the
highest level of performance;
embracing the discipline needed to
reach high standards; learning to work
with others as a team in pursuit of a
common goal; and adherence to codes
of fairness and respect. Athletics also
plays an important role in creating a
sense of community in the University.

10. Mission Statement
• Duke’s mission defines expectations both on the
field and off. In the name of excellence, Duke aims
for a level of athletic performance that will
frequently produce winning seasons and the
realistic opportunity to compete for team or
individual championships. Our mission also
requires that Duke athletes be students first, that
they be admitted with careful attention to their
academic record and motivation, that they benefit
from Duke’s educational programs and make
satisfactory progress toward a degree, and that
their attrition and graduation rates be comparable
to those of other students . Duke is also committed
to the physical and emotional well-being of
student-athletes and to the social development of
the whole person. We recognize that great
demands are placed on students who participate
in intercollegiate athletics, and we are committed
to providing support to help them manage these
demands and get the most out of their Duke
experience. Athletes are also expected to adhere
to a level of conduct that brings credit to
themselves and the University and uphold the
values of citizenship and service.

11. Mission Statement
• Duke’s intercollegiate program shall be
composed of nationally or regionally
recognized sports that meet the needs,
interests, and abilities of male and female
students; that provide adequate institutional
collateral benefits; that reflect due regard for
the athletic traditions of Duke University and
the Atlantic Coast Conference; and that fall
within the financial capabilities of Duke
University to fund at adequate levels.In view of
the health and educational value of athletics, in
addition to varsity programs, Duke will create
rich opportunities for participation in club
sports, intramurals, and individual exercise and
recreation.The mission of the athletics program
ultimately is that of Duke itself: “to engage the
mind, to elevate the spirit, and stimulate the
best effort of all who are associated with the
University.

12. Accreditation

13. Southern Association of Colleges
and Schools
•Institutionally accredits Duke University
•Criteria to be accredited
•Standards that they look for in a school

14. Duke’s Accrediting Process
•Done once every 10 years
•Accreditation Team
•Compliance Certification and Quality Enhancement Plan
•Must complete self study every year
•Every Five years a quality assurance team comes

15. Current Accreditation
• Currently going through their 10 year review
SACS 10 years
Accreditation Board of Engineering and Technology 6 years
American Assembly of Collegiate Schools of Business 10 years
American Bar Association 7 years
American Chemical Society 5 years
American Medical Association 7 years
Accreditation Review Commission on Education for the Physicial Assistant 5 years
Commission on Accreditation of Oplhthalmic Medical Programs 7 years
National Accrediting Agency for Clinical Laboratory Sciences 7 years
American Physical Therapy Association 8 years
American Psychological Association 7 years
Association for Clinical Pastoral Education 10 years
Association of Theological Schools in the United States and Canad 10 years
National Council for Accreditation of Teacher Education 7 years
North Carolina Department of Public Instruction 7 years
Commission on Collegiate Nursing Education 10 years
North Carolina Department of Public Instruction 7 years
Society of American Foresters 5 years
15

16. National Collegiate Athletics
Association
Indianapolis
Governing Structure
Unique Structure Setup
Several volunteers
350 Paid Members

17. National Collegiate Athletics
Association
• Specifics in Division I athletics
• Specifics in Division II athletics
• Specifics in Division III athletics

18. National Collegiate Athletics
Association
• Diversity encouragement- Diversity Workshops
• Associated clubs- Black Coaches Association, It Takes a
Team, Women’s Basketball Coaches Association,
Institute for Diversity and Ethics in Sport
• Title IX “No person in the United States shall, on the
basis of sex, be excluded from participation in, be
denied the benefits of, or be subject to discrimination
under any educational program or activity receiving
federal financial assistance.”
• Emerging women’s sports
• Enforces Ethics

19. The Fallacy of the Student Athlete ?!?!?
-Student Athletes receive preferential treatment… False
Athletes have demanding schedules that sometimes require them to have scheduling
conflicts.
- Professors give Student Athletes unfair or unearned
grades … False, athletes may have to make up certain assignments because of their
administratively excused absences
-Student Athletes have students or tutors that take tests
for them… Coaches and academic services staff take extra precautions (class-
checks and proctor off campus tests)
- Boosters buy Student Athlete’s grades… False, ask any professor
on any campus if they have ever been paid, given money or bribed to give a student a
higher grade.

20. DUKE Student-Athlete Support Services
Program
The Student-Athlete Support Services Program exists to provide a
supportive environment for student-athletes. The fundamental
premise that underlies all else in the Department of Athletics is
that each varsity athlete is first and foremost a student. The
mission of the student-athlete support program is to assist
student-athletes in reaching their full potential. The program
assists student-athletes in finding and maintaining a balance
between the demands of athletics and academics and in
preparing for “life after sport”. Through collaboration and
integration with campus resources; programs and services are
designed to enhance student-athletes’ overall development, well-
being, and undergraduate experience.

21. DUKE Student Athlete Tutoring Program
For Tutors:
Students will contact you directly to make an appointment for tutoring. Ask a student how much time
they will need with you and what class/material they need help with. Do not be afraid to tell them how
much time you have available and what you are comfortable tutoring. Outlining expectations is an initial
step that is crucial in this process.
For each week that you work with a student, tutors must turn in a tutor timesheet, downloaded from
this site. The form must be submitted an administrator in the Schwartz-Butters Building by 4:30 pm
EVERY TUESDAY. Tutors WILL NOT be paid for timesheets older than 30 days. Please indicate on your
timesheet if a student fails to complete appointments or is consistently unprepared.
The current hourly rate for tutors is $12.00 for graduate students and $8.50 for undergraduates. Tutors
will receive time-and-a-half pay rate for tutoring groups of three or more students. In order to be paid
you must complete the proper paper work and tax forms.
Before tutoring sessions begin, tutors must make it clear to all student athletes that there should be an
outline or agenda of what will be accomplished for each tutoring session. Effective sessions should take
no more than two hours.
Maintenance of academic integrity is of paramount importance in any educational endeavor and is the
fundamental principle that guides the tutoring program in the Duke Department of Athletics. It goes
without saying that a tutor should not do work for student-athletes or provide any level of help that
causes the tutor discomfort. In addition, they should report to an administrator any student who asks for,
or seems to expect, excessive or inappropriate assistance.

22. DUKE Student Athlete Tutoring Program (cont.)
For Students:
This service is for student athletes ONLY.
Do not contact a tutor unless you are attending class regularly AND have first met
with your instructor to talk about your difficulties in the course.
Check the list of tutors below for a tutor that can help you. Contact a tutor on the
list below via email to set up a time and location that is convenient for both of you.
Realize that some tutors may not be available when you are available. If so, contact
another tutor on the list or communicate with your team’s academic
coordinator. Also, always contact your team’s academic coordinator if you have a
problem with a particular tutor.

23. Johnson/Campbell Academic Center
The $15.2 million Michael W. Krzyzewski Center - Dedicated to Academic & Athletic
Excellence is a first-class athletics complex designed to inspire, enhance and celebrate
Duke University’s extraordinary student-athletes in all 26 intercollegiate sports.

24. Academics on Athletics

25. NCAA Freshman Eligibility Requirements
• 16 Core Courses
– 4 yrs English
– 3 yrs Mathematics (Algebra I or higher)
– 2 yrs Natural/Physical Science (1 yr lab)
– 1 yr Additional English, Math, Natural/Physical
Science
– 2 yrs Social Science
– 4 yrs Additional Courses (from area above, foreign
language, or non-doctrinal religion/philosophy)

26. NCAA Freshman Eligibility Requirements
(Cont.)
• NCAA Division I GPA/Standard Test Sliding Scale
– GPA
– SAT (combined Verbal and Math)
– ACT (all 4 sections combined)
GPA SAT ACT
3.500 420 39
3.000 620 52
2.500 820 68
2.000 1010 86

27. Duke University Admissions
• No minimum
standardized test
requirement
• No class rank
requirement
• Typical students
admitted into Duke
– 1200 SAT
– Top 15%

28. Admissions Effect on Recruiting
• School’s Admissions Office trumps NCAA if the
athlete is deemed eligible by NCAA
• Duke’s competitive admissions makes for
selective recruiting in athletics
• Duke “recruits itself” to the “type” of athlete
that is interested in the university
• Typical Duke recruit is an engaged, quality
student

29. NCAA Academic Progress Report (APR)
• APR is based on a team’s statistics in student-athlete
eligibility, retention, and graduation
• When a student-athlete leaves the program as
academically ineligible it counts against the team’s
APR number
• Out of a 1000 point scale
• > 926: No NCAA sanctions
• 925 – 901: Temporary loss of scholarships
• < 900: Heavy NCAA sanctions (loss of scholarships,
ban of post-season play, restricted practice hours)

30. Duke APR Numbers

31. Duke APR Numbers (cont.)

32. Duke APR Numbers (cont.)

33. Effect of APR on Duke Athletics
• Very little effect on Duke Athletics
• “[Duke University student-athletes] are
athletes that go to Duke on their own
academic merit” – Cindy Hartman (Asst. AD @
Duke)
• Therefore, do not need much assistance with
meeting NCAA requirements
• More of an effect on other schools, such as,
the University of Dayton