I did not write last week because I was leading my first consulting workshop on supporting student athletes at the Maine Maritime Academy in Castine, Maine (and right before the nor'easter hit, which kept me in Maine until Friday!). I met with very interesting people who are committed to the student athlete during my time in Maine. McDaniel (and football) alumnus Steve Peed invited me up to campus.
From talking to them, it seems that some faculty members are less than enthusiastic about the sports teams on their campus. The focus should be academics, and for some, only academics.
I don't think that anyone will be surprised to hear that I don't really understand that type of thinking. It strikes me as a little bit like the false dichotomy that often springs up around the concepts of lecturing versus active learning. One doesn't supplant the other. It's not either/or.
And neither is it for students. It is not a situation in which they only want to play their sport. They are at the institution for an education even though they are also playing a sport. Yes, it can be irritating to faculty members when a player has to miss class. Like when one of my students this spring semester had to leave early from class to catch a flight to Florida with her softball team. She was playing a very important character in my Reacting to the Past game, so I'll admit to a moment's irritation when she said she had to leave.
But this week two students will miss class all week because of Model UN. I wonder if many faculty would be as upset about that as students leaving class for a game? When I learned about the UN absences, it caused me the same moment's irritation as the student on the softball team, but I know this is a good learning opportunity for those two students and so will work around it. Just like I did for my softball player.
Sports offer students learning opportunities, too, just like the Model UN. And it's not just the usual items that fall on the list of "team work" and "discipline." That is important. And I have already posted before about how sports helps instill grit and resilience, two characteristics so important for success in the world. But there is also a sense of identity that students connect with their sport. If that identity is somehow maligned, even in small ways, how does that make a student feel? Some of these young men and women have been playing their sport(s) since they were around six years old. If we act like it doesn't matter, what does that communicate to them about how we think of them?
Furthermore, we know that first-generation students often don't feel like they belong in college at all. Some students from minority populations often talk about the same thing. So how much worse can we as faculty make their experiences if they also play a sport (and they often do), and we disparage it? Doesn't that reinforce the idea that they don't really belong?
I argue in my workshops that faculty can make their classes more appealing to the student athlete by using more active learning techniques, not as a replacement for a lecture, but in addition to it. Making a classroom engaging and inviting will help all students connect to the material, but in my experience, most especially student athletes. I always say that the football players who I am currently teaching in Medieval art may never come to love that topic more than the sport of football, but I can make the class more engaging, encouraging them to come to class by cultivating their interest.
If you would like to have me speak on your campus about supporting student athletes, contact me at firstname.lastname@example.org.
Right now, I have to get an engaging class ready for tomorrow. Spring Break is over and the Medieval Mongol Horde is returning!