The Faculty Athletics Committee Annual Report November 15, 2013

1. The Faculty Athletics Committee Annual Report November 15, 2013

2. Format and Function • Areas for review, monitoring, and improvement • Sustainable committee model for the future and for other universities

3. Communications Strengthened • Faculty Council monthly reports • Posted minutes • Participation in other committees and meetings related to athletics – first hand information • Information for faculty and TAs - next few weeksIntroduction to key connections/people Current ASPSA Program Current Advising System Important Role of Faculty

4. Year in Review – Points of Interest • Admissions • Office of Undergraduate Admissions makes the decisions • High level of faculty involvement in decisions • Trends are in the right direction • High bar of scrutiny for capability for succeeding • Long term goal is with the coaches and recruiting For 2013 - 14 – analysis of admissions data and retrospective look at previous admissions classes performance; Report in the spring

5. Year in Review – Points of Interest • Academics/Advising/Academic Support • Monitored clustering and trends in academics • Reviewing other influences such as race and 1st generation students in keeping with University’s focus on admissions recruiting and retention

6. Year in Review – Points of Interest Academics/Advising/Academic Support • Changes/reforms/enhancements • New APR improvement group • Direct linkage with academic advising and new system evolving • Enhanced academic support plans – individualized and intentional outcomes based For 2013-14 – Review academics data, analysis of improvement and/or continued challenges in advising and academic support; further discussion of enhancements and detractors related to athletics participation and academic experience

7. Year in Review – Points of Interest • Student Athlete Experience • Redesign – online individual surveys; interviews with sports administrator for the particular sport; focus group discussions with SAAC members • Overwhelming support that the students who participated in athletics had a good experience here at UNC and would recommend it to other students considering combining athletics and academics For 2013-2014 – Data analysis for trends and issues affecting academics and overall student experience both positively and negatively

8. Year in Review – Points of Interest • Policies and Procedures • Only academic ones related to syllabi, independent study; no P/P affecting student athletes only • Administration and Operations • Reviewed budget and new administrative structure of The Athletics Department • Highlight areas above average expenditures For 2013 – 14 – Assist with plan for improved public reporting and analyze expenditures related to our student athletes

9. A year later – Are we a Just Culture?

10. “People make errors, which lead to accidents. Accidents lead to deaths. The standard solution is to blame the people involved. If we find out who made the errors andpunish them, we solve the problem, right? Wrong. The problem is seldom the fault of an individual; it is the fault of the system. Change the people without changing the system and the problems will continue.” Don Norman Author, the Design of Everyday Things

11. Disciplinary Theory Model • Human Error – Individual should have done other than what they did; inadvertently causes or could cause an undesirable outcome • Negligent Conduct - Subjectively more culpable than human error; failure to exercise the skill, care, and learning expected of a reasonably prudent person; Failure to recognize a risk that should have been recognized D. Marx. Patient Safety and the Just Culture, 2001

12. Disciplinary Theory Model • Reckless Conduct - Conscious disregard of visible risk; Higher degree of culpability than negligence • Knowing violations -Knowingly violates a rule; Not necessarily related to risk taking; individual knew of or intended to violate a rule, procedure, or duty in the course of performing a task. D. Marx. Patient Safety and the Just Culture, 2001

13. HUMAN ERROR Inadvertent Action • Manage….. Changes in •Process •Procedure •Training •Design

14. AT RISK BEHAVIOR Unintentional Risk Taking • Manage: • Remove incentives for at-risk behaviors • Create incentives for healthy behaviors • Increase situational awareness

15. RECKLESS BEHAVIOR Intentional Risk Taking • Manage: • Remedial action • Punitive action

16. FAIR AND JUST CULTURE • What are the rules? • Does everyone know them? • How do we differentiate an individual with a problem vs a good person set-up to fail in an unsafe system? • The critical importance of having one set of rules and avoid work-arounds

17. Creating a Just Culture • A just culture recognizes that competent professionals make mistakes and acknowledges that even competent professionals will develop unhealthy norms (shortcuts, “routine rule violations”), but has zero tolerance for reckless behavior

18. Important • Understand the scope of the problem, create a climate that fosters trust • Encourage reporting of errors, concerns, near misses or “good catches” • Provide fair-minded treatment, create effective structures that help people reveal their errors and help the organization learn • After careful collection of facts, if reckless or willful violation of policy, negligent behavior, corrective action may be appropriate

19. A year later – Are we a Just Culture? Closer than we were….., closer than many other Universities because as a faculty community we cared to make it better