Intercollegiate athletic participation and undergraduate student engagement

The purpose of this empirical study was to examine the effect of Division IA intercollegiate athletic participation on student athlete involvement with the campus environment, with faculty and peer interaction, and with student athlete engagement in enriching educational experiences.;The study was completed at one Doctoral Extensive University. The selected university is located in the Pacific Northwest and the locale is a rural community where campus-related activities serve as the center of student involvement. Undergraduate student enrollment on the main campus is approximately 18,000 students.;A Likert-scale survey instrument, modeled after the National Survey of Student Engagement, was designed and implemented to explore student athlete involvement in activities and services available exclusively to intercollegiate athletes, as well as to investigate student athlete engagement in campus activities and services. Participants were purposefully selected based on convenience of accessibility; all were members of intercollegiate sport teams sponsored by the institution. Respondents were Division IA student athletes (N=277), including freshman and sophomores (N=158) and junior, senior, and fifth-year student athletes (N=119). Both revenue sport athletes (N= 113) and non-revenue sport athletes (N=164) were represented.;Major findings: Ninety percent of Division IA student athletes report that they receive adequate support to help them cope with both their academic and athletic responsibilities; however, there is some disparity in the perceived balance of challenge and support experienced by women and non-revenue sport athletes. Ninety percent of student athletes express satisfaction with both their educational and athletic experiences. Few undergraduate students (athletes or non-athletes) participate in co-curricular campus activities more than five hours per week. Upperclassmen and revenue sport athletes interact with faculty and staff more than underclassmen or non-revenue sport athletes. Female student athletes interact with their peers to a greater extent than male student athletes. Female student athletes and upperclassmen are more engaged in enriching educational experiences than are male student athletes or underclassmen. Revenue sport athletes use university support services to a greater extent than non-revenue sport athletes.;Overall, the institution cultivates student learning and development by implementing "good practices" for successful higher education, and student athletes are experiencing a successful undergraduate experience.