DOCSLIB.ORG

Common Data Set 2019-2020

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Common Data Set 2019-2020 Arizona State University at the Tempe Campus Common Data Set 2019-2020 A. General Information A0 Respondent Information (Not for Publication) A0 Name: Mary Hyduke A0 Title: Specialist Senior A0 Office: Institutional Analysis A0 Mailing Address: P.O. Box 875304 A0 City/State/Zip/Country: Tempe, AZ 85287-5304 A0 Phone: (480) 965-2318 A0 Fax: (480) 965-1559 A0 E-mail Address: [email protected] A0 Are your responses to the CDS posted for reference on your institution's Web site? Yes A0 If yes, please provide the URL of the corresponding Web page: https://uoia.asu.edu/content/common-data-set A0A We invite you to indicate if there are items on the CDS for which you cannot use the requested analytic convention, cannot provide data for the cohort requested, whose methodology is unclear, or about which you have questions or comments in general. This information will not be published but will help the publishers further refine CDS items. A1 Address Information A1 Name of College/University: Arizona State University at the Tempe Campus A1 Mailing Address: Admissions Services Applicant Processing, P.O. Box A1 City/State/Zip/Country: Tempe, AZ 85287-1004 A1 Street Address (if different): University Drive & Mill Avenue A1 City/State/Zip/Country: Tempe, AZ 85287 A1 Main Phone Number: 855-278-5080 A1 WWW Home Page Address: www.asu.edu A1 Admissions Phone Number: (480) 965-7788 A1 Admissions Toll-Free Phone Number: A1 Admissions Office Mailing Address: Admissions Services Applicant Processing, P.O. Box A1 City/State/Zip/Country: Tempe, AZ 85287-1004 A1 Admissions Fax Number: (480) 965-3610 A1 Admissions E-mail Address: [email protected] A1 If there is a separate URL for your https://webapp4.asu.edu/uga_admissionsapp/ school’s online application, please specify: A1 If you have a mailing address other than the above to which applications should be sent, please provide: A2 Source of institutional control (Check only one): A2 Public X A2 Private (nonprofit) A2 Proprietary A3 Classify your undergraduate institution: A3 Coeducational college X A3 Men's college A3 Women's college A4 Academic year calendar: A4 Semester X Semesters (15 week schedule) and Sessions (7.5 week schedule) A4 Quarter A4 Trimester A4 4-1-4 A4 Continuous A4 Differs by program (describe): A4 Other (describe): CDS-A Page 1 Arizona State University at the Tempe Campus Common Data Set 2019-2020 A5 Degrees offered by your institution: A5 Certificate X A5 Diploma A5 Associate A5 Transfer Associate A5 Terminal Associate A5 Bachelor's X A5 Postbachelor's certificate X A5 Master's X A5 Post-master's certificate A5 Doctoral degree X research/scholarship A5 Doctoral degree – professional practice A5 Doctoral degree -- other A5 Doctoral degree -- other CDS-A Page 2 Arizona State University at the Tempe Campus Common Data Set 2019-2020 B. ENROLLMENT AND PERSISTENCE B1 Institutional Enrollment - Men and Women Provide numbers of students for each of the following categories as of the institution's official fall reporting date or as of October 15, 2019. Note: Report students formerly designated as “first professional” in the graduate cells. Please see: https://nces.ed.gov/ipeds/pdf/Reporting_Study_Abroad%20Students_5.31.17.pdf B1 FULL-TIME PART-TIME B1 Men Women Men Women B1 Undergraduates B1 Degree-seeking, first-year student 5420 4,557 35 32 B1 Other first-year, degree-seeking 513 342 74 50 B1 All other degree-seeking 16,514 13,612 1,773 1,116 B1 Total degree-seeking 22,447 18,511 1,882 1,198 B1 All other undergraduates enrolled in credit courses 128 96 91 108 B1 Total undergraduates 22,575 18,607 1,973 1,306 B1 Graduate B1 Degree-seeking, first-time 1722 1236 60 45 B1 All other degree-seeking 2301 1549 705 531 B1 All other graduates enrolled in credit courses 37 54 258 327 B1 Total graduate 4060 2839 1023 903 B1 Total all undergraduates 44,461 B1 Total all graduate 8,825 B1 GRAND TOTAL ALL STUDENTS 53,286 B2 Enrollment by Racial/Ethnic Category. Provide numbers of undergraduate students for each of the following categories as of the institution's official fall reporting date or as of October 15, 2019. Include international students only in the category "Nonresident aliens." Complete the "Total Undergraduates" column only if you cannot provide data for the first two columns. Report as your institution reports to IPEDS: persons who are Hispanic should be reported only on the Hispanic line, not under any race, and persons who are non-Hispanic multi-racial should be reported only under "Two or more races." Total B2 Degree-Seeking Degree-Seeking Undergraduates Undergraduates First-Time (both degree- and (include first-time First Year non-degree- first-year) seeking) B2 Nonresident aliens 641 3,895 4,116 B2 Hispanic/Latino 2,363 9,980 10,002 B2 Black or African American, non-Hispanic 352 1,685 1,690 B2 White, non-Hispanic 4,837 21,696 21,745 B2 American Indian or Alaska Native, non-Hispanic 93 493 494 B2 Asian, non-Hispanic 971 3,755 3,759 B2 Native Hawaiian or other Pacific Islander, non- Hispanic 15 76 77 B2 Two or more races, non-Hispanic 527 2,099 2,102 B2 Race and/or ethnicity unknown 245 359 476 B2 TOTAL 10,044 44,038 44,461 Persistence B3 Number of degrees awarded from July 1, 2018 to June 30, 2019 B3 Certificate/diploma 955 B3 Associate degrees B3 Bachelor's degrees 10381 B3 Postbachelor's certificates 54 B3 Master's degrees 2668 B3 Post-Master's certificates B3 Doctoral degrees – research/scholarship 524 B3 Doctoral degrees – professional practice B3 Doctoral degrees – other CDS-B Page 3 Arizona State University at the Tempe Campus Common Data Set 2019-2020 Graduation Rates The items in this section correspond to data elements collected by the IPEDS Web-based Data Collection System’s Graduation Rate Survey (GRS). For complete instructions and definitions of data elements, see the IPEDS GRS Forms and Instructions for the 2018-19 Survey For Bachelor's or Equivalent Institutions Fall 2013 Cohort Recipients of a Students who Subsidized did not receive Recipients of Total (sum of 3 Stafford Loan either a Pell a Federal columes to the who did not Grant or a Pell Grant left) receive a Pell subsidized Grant Stafford Loan For mer A- Initital 2013 cohort of first-time, full- time bachelor's (or equivalent) degree 1856 973 4285 7114 ly seeking undergraduate-students B4 For B- Of the initial 2013 cohort, how many did not persist and did not graduate for the following mer reasons: deceased, permanently disabled, 21 8 40 69 ly armed forces, foreign aid service of the federal government, or official church missions; total B5 allowable exclusions For mer C- Final 2013 cohort, after adjusting for 1835 965 4245 7045 ly allowable exclusions B6 For mer D - Of the initial 2013 cohort, how many completed the program in four years or 801 478 2456 3735 ly less (by Aug. 31, 2017) B7 For mer E - Of the initial 2013 cohort, how many completed the program in more than four 268 138 591 997 ly years but in five years or less (after Aug. B8 31, 2017 and by Aug. 31, 2018) For mer F - Of the initial 2013 cohort, how many completed the program in more than five 81 36 133 250 ly years but in six years or less (after Aug. B9 31, 2018 and by Aug. 31, 2019) For mer G - Total graduating within six years (sum 1150 652 3180 4982 ly of lines D, E, and F) B10 For mer H - Six-year graduation rate for 2013 62.7% 67.6% 74.9% 70.7% ly cohort (G divided by C) B11 CDS-B Page 4 Arizona State University at the Tempe Campus Common Data Set 2019-2020 Fall 2012 Cohort Recipients of a Students who Subsidized did not receive Recipients of Total (sum of 3 Stafford Loan either a Pell a Federal columes to the who did not Grant or a Pell Grant left) receive a Pell subsidized Grant Stafford Loan For mer A- Initital 2012 cohort of first-time, full- time bachelor's (or equivalent) degree 1886 929 3635 6450 ly seeking undergraduate-students B4 For B- Of the initial 2012 cohort, how many did not persist and did not graduate for the following mer reasons: deceased, permanently disabled, 32 9 87 128 ly armed forces, foreign aid service of the federal government, or official church missions; total B5 allowable exclusions For mer C- Final 2012 cohort, after adjusting for 1854 920 3548 6322 ly allowable exclusions B6 For mer D - Of the initial 2012 cohort, how many completed the program in four years or 803 414 2065 3282 ly less (by Aug. 31, 2016) B7 For mer E - Of the initial 2012 cohort, how many completed the program in more than four 272 120 472 864 ly years but in five years or less (after Aug. B8 31, 2016 and by Aug. 31, 2017) For mer F - Of the initial 2012 cohort, how many completed the program in more than five 69 37 113 219 ly years but in six years or less (after Aug. B9 31, 2017 and by Aug. 31, 2018) For G - Total graduating within six years (sum 1144 571 2650 4365 mer of lines D, E, and F) ly For H - Six-year graduation rate for 2012 61.7% 62.1% 74.7% 69.0% mer cohort (G divided by C) ly Retention Rates B22 For the cohort of all full-time bachelor’s (or equivalent) degree-seeking undergraduate students who entered your institution as freshmen in Fall 2018 (or the preceding 88% summer term), what percentage was enrolled at your institution as of the date your institution calculates its official enrollment in Fall 2019? CDS-B Page 5 Arizona State University at the Tempe Campus Common Data Set 2019-2020 C.
Load more

Recommended publications
  • THE TRUTH ABOUT SPORTS SCHOLARSHIPS by Bob Gardner
    THE TRUTH ABOUT SPORTS SCHOLARSHIPS By Bob Gardner, Executive Director of the National Federation of State High School Associations and Thomas E. Neubauer, Executive Director of the Delaware Interscholastic Athletic Association. Many parents dream of their children landing college athletic scholarships by specializing in a sport year-round outside of their schools. While not every child will earn an athletic scholarship, there are many benefits to high school athletics that students can realize. In education-based high school sports, student-athletes are taught, as the term implies, that grades come first. The real- life lessons that students experientially learn offer insights into leadership, overcoming adversity and mutual respect. Playing multiple high school sports also may help students get noticed by college coaches: many Division I football and basketball coaches have recently stated that they are committed to recruiting students who have played multiple sports within the high school setting. For example, of the 106 players who were on the active roster for Super Bowl LII, 102 [96%] played more than one sport during their high school careers. With 37 [35%] of them playing 3 or more sports in high school. The act of balancing quality schoolwork and a sports schedule is difficult, but manageable, and can help students become well-rounded, versatile members of our community as they grow older. While many of our students enjoy sports and, actually, excel in them, in reality, the odds of a sports scholarship paying for even a portion of a student’s college education are miniscule. The College Board, a not-for-profit organization comprised of 6,000 of the world’s leading educational institutions, reports that the moderate cost for college students who attend a public university in their state of residence is $25,290 per year.
    [Show full text]
  • Sla-2021-01-29
    SPORTS LITIGATION ALERT January 29, 2020 Vol. 18, Iss. 2 Case Summaries Soccer Coach Obtains Partial Victory court properly dismissed soccer coach’s right of priva- cy, invasion of privacy and negligence claims against in Lawsuit Against University the University as the claims were based on duties aris- By Jordan B. Rosenberg, Esq. ing out of his employment contract and therefore time ormer University of Montana soccer coach ob- barred. However, the Montana Supreme Court reversed Ftained a partial victory on his claims for defama- and remanded the trial court’s decision on the coach’s tion and tortious interference, as Montana’s highest claims for defamation and tortious interference because court reversed and remanded the lower court’s deci- they were found to arise under statutes and common sion in part. The Montana Supreme Court held the trial law and thus brought within the statute of limitations. Table of Contents Here’s the latest issue of Sports Litigation Alert, the na- • A Former Miami Dolphin Accountant’s Claim tion’s only subscription-based periodical reporting on the That His Employment Status Was Intentionally intersection of sports and the law. We also publish 11 other Misclassified, May Not Add Up in Federal Court .. 17 sports law periodicals. Visit www.hackneypublications.com • Ifrah’s George R. Calhoun Discuss Sports to learn more. Betting and Pivotal Case Law ................. 19 Case Summaries • Facing Title IX Lawsuit, East Carolina University Agrees to Reinstate Sports Programs, • Soccer Coach Obtains Partial Victory in Lawsuit Develop Gender Equity Plan .................. 20 Against University ........................... 1 • Jackson Lewis Reinforces Title IX Legal Team • First U.S.
    [Show full text]
  • Student-Athletes by Institution
    Arkansas Division of Higher Education Annual Report on Retention and Graduation of College Student-Athletes at Arkansas Institutions of Higher Education Academic Year 2018-19 Research & Analytics December 2020 Arkansas Division of Higher Education 423 Main Street, Little Rock, AR 72201 Agenda Item No. 5 Higher Education Coordinating Board July 31, 2020 ANNUAL REPORT ON PARTICIPATION, RETENTION AND GRADUATION OF STUDENT-ATHLETES ____________________ This report complies with Act 267 of 1989 that requires reporting of retention and graduation rates for first-time in college students who participate in Arkansas intercollegiate athletics. This information is collected through institutional data submissions to the Arkansas Higher Education Information System (AHEIS) from all public colleges and universities with athletic programs. In addition to retention and graduation rates, this report provides data on all athletic participation by sport and scholarship status. Methodology The methodology used in this report closely follows the methodology used in the Annual Report on Student Retention and Graduation. The retention calculations are based on fall-to-fall comparisons of the student-athletes in the IPEDS cohort of first- time in college, full-time, and credential-seeking students from the fall term only. A student is considered retained if they returned to the same institution in the fall term of the next academic year. Graduation rate calculations use the same cohort of first-time in college, full-time, credential-seeking students from the fall term. The graduation rates presented here include a 100% rate representing those graduating with a Bachelor’s degree in four years, which is considered graduating ‘on time’, and a 150% graduation rate representing student-athletes graduating with a Bachelor’s degree in six years.
    [Show full text]
  • The Americans with Disabilities Act (ADA) and Intercollegiate Student-Athletes with Learning Disabilities Yuri Nicholas Walker
    Marquette Sports Law Review Volume 15 Article 8 Issue 2 Spring Playing the Game of Academic Integrity vs. Athletic Success: The Americans with Disabilities Act (ADA) and Intercollegiate Student-Athletes with Learning Disabilities Yuri Nicholas Walker Follow this and additional works at: http://scholarship.law.marquette.edu/sportslaw Part of the Entertainment and Sports Law Commons Repository Citation Yuri Nicholas Walker, Playing the Game of Academic Integrity vs. Athletic Success: The Americans with Disabilities Act (ADA) and Intercollegiate Student-Athletes with Learning Disabilities , 15 Marq. Sports L. Rev. 601 (2005) Available at: http://scholarship.law.marquette.edu/sportslaw/vol15/iss2/8 This Comment is brought to you for free and open access by the Journals at Marquette Law Scholarly Commons. For more information, please contact [email protected]. COMMENTS PLAYING THE GAME OF ACADEMIC INTEGRITY VS. ATHLETIC SUCCESS: THE AMERICANS WITH DISABILITIES ACT (ADA) AND INTERCOLLEGIATE STUDENT- ATHLETES WITH LEARNING DISABILITIES INTRODUCTION At some point in our lives, most of us can recall being told by a parent, friend, teacher, or coach, "It doesn't matter whether you win or lose, it's how you play the game." The process that is used to determine eligibility to participate in intercollegiate athletic programs under the Americans with Disabilities Act of 1990 (ADA)' and National Collegiate Athletic Association 2 (NCAA) guidelines makes this clich6 take on a new meaning. The number of students reporting learning disabilities in colleges and universities has significantly increased in the last fifteen years. 3 In 1988, prior to the passage 1. 42 U.S.C. §§ 12101-12213 (2000).
    [Show full text]
  • Edinboro University of Pennsylvania – Athletic Department Handbook – 2020-2021
    MEMO TO: Athletic Department Personnel RE: Acknowledgement of Receipt – EDINBORO UNIVERSITY OF PENNSYLVANIA – ATHLETIC DEPARTMENT HANDBOOK – 2020-2021 The EDINBORO UNIVERSITY OF PENNSYLVANIA – ATHLETIC DEPARTMENT HANDBOOK includes an overview of Edinboro University’s rules, regulations, policies and procedures and is not meant to be all-inclusive. It is designed to be a reference guide for Athletic Department employees. The statements contained within that notebook may be changed by the PASSHE and/or the University whenever appropriate. Nothing in this handbook in any way creates an expressed or implied contract of employment. Legal Plan Documents will govern any discrepancies that may arise. The Edinboro University of Pennsylvania – ATHLETIC DEPARTMENT HANDBOOK is in no way designed to contradict or supersede the collective bargaining agreement and/or University policy. The Constitution and Bylaws of the NCAA, PASSHE, PSAC, and MAC have not been printed in this manual. As active members of these associations, Edinboro University adheres to the rules and regulations of these conferences. All Athletic Department personnel should familiarize themselves with, and abide by, all rules and policies of the University, PASSHE, NCAA, PSAC and MAC. I affirm that I am obligated to report, to the director of athletics or the associate director of athletics at Edinboro University, any violations of NCAA regulations involving me or the institution. In the event that you have any questions pertaining to information contained in this handbook, please contact the Director of Athletics for clarification. My signature below confirms that I have received a copy of the EDINBORO UNIVERSITY OF PENNYSLVANIA – ATHLETIC DEPARTMENT HANDBOOK 2020-21.
    [Show full text]
  • Expanding Student-Athlete Benefits: Are There Costs?
    EXPANDING STUDENT-ATHLETE BENEFITS: ARE THERE COSTS? Timothy Davis∗ At the January 2015 National Collegiate Athletic Association (“NCAA”) Convention, universities that comprise what are characterized as the “autonomy schools”—consisting of institutions that are members of the Atlantic Coast Conference (“ACC”), Southeastern Conference (“SEC”), Pacific 12 (“Pac-12”), Big Ten and Big-12—adopted legislation that expands the benefits available to student-athletes. College presidents, NCAA administrators, and others have described this legislation as a genuine attempt by the organization, athletic conferences, and their respective member institutions to improve student-athlete welfare. Critics argue that these and other student-athlete welfare initiatives represent efforts to get ahead of recent litigation1 in order to change much of the negative narrative regarding college sports. Much of the narrative surrounding the alleged inequitable treatment of college athletes has emerged as a consequence of the litigation. Whatever the true motivations, the reform initiatives may reflect that the consequences of O’Bannon v. NCAA and other cases extend beyond the rules of law articulated by courts. This article will briefly address the implications of recent initiatives targeting the enhancement of student-athlete welfare. It will begin with a description of some of these measures. The centerpiece of NCAA legislation, passed by the aforementioned autonomy schools in January 2015 with an effective date of August 1, 2015, is the redefinition of permissible financial aid. Prior to this legislation, a student-athlete could receive a combination of certain sources of financial aid totaled up ∗ Executive Associate Dean for Academic Affairs and the John W. & Ruth H. Turnage Professor of Law, School of Law, Wake Forest University.
    [Show full text]
  • 2014-2015 NJCAA Eligibility Pamplet.Pdf
    ELIGIBILITY RULES OF THE NATIONAL JUNIOR COLLEGE ATHLETIC ASSOCIATION 1631 Mesa Avenue, Suite B, Colorado Springs, CO 80906 2014-2015 Effective August 1, 2014 TABLE OF CONTENTS Article V — Eligibility Rules Section 1 General Information ..................................................................................................................................... 2 Section 2 Certified Sports of the NJCAA .................................................................................................................... 2 Section 3 Requirements for Entering & Continuing Student-Athletes ........................................................................ 2 Section 4 Requirements for Athletic Eligibility ........................................................................................................... 3 Section 5 Eligibility of Student Who Withdraws from Classes ................................................................................... 5 Section 6 Eighteen Calendar Month Non-College Attendance.................................................................................... 5 Section 7 Number of Seasons a Student Can Participate ............................................................................................. 5 Section 8 Hardship....................................................................................................................................................5-6 Section 9 Physical Examination .................................................................................................................................
    [Show full text]
  • Sports Scholarships in The
    SPORTS SCHOLARHIPS There are many opportunities to play sports at universities in the US. University sports programs are offered at the varsity (organized competition between universities) and the intramural or club (participation-oriented, less competitive) level. Some universities offer sport scholarships at the varsity level to students who are academically- qualified and very gifted in a particular sport. However, no scholarships are offered for participation in sports at the intramural or club levels. Overview: The process by which a student athlete is considered for a sport scholarship is a lengthy and complicated one. Unlike academic scholarships, where one submits an application indicating interest in receiving funding to study at a university, students must engage in a highly-regulated recruitment process. Sport scholarships are granted by the university or athletics association in which a university participates with athletic directors or coaches playing a central role in decision-making. Scholarships can be awarded for the following sports: baseball, basketball, bowling, crew (rowing), cross-country, fencing, football (American), golf, gymnastics, ice hockey, indoor track, lacrosse, skiing, soccer, softball, swimming and diving, tennis, track and field, volleyball, water polo, women’s field hockey and wrestling. Equestrian, rugby, sand volleyball, and triathlon have been designated as 'emerging sports' and scholarships in these sports are often available to women only in an effort to achieve equality between men's and women's scholarships. Some universities offer martial arts, riflery, rodeo, rugby and sailing, but very few of those will offer these sports on a scholarship basis. Scholarships are provided on a yearly basis and are generally renewable for four years, the normal amount of time required to complete a US undergraduate degree.
    [Show full text]
  • The Effects of Athletic Scholarships on Motivation in Sport
    The Effects of Athletic Scholarships on Motivation in Sport Nikola Medic McMaster University Diane E. Mack and Philip M. WUson Brock University Janet L. Starkes McMaster University The purpose of this study was to examine the effects of athletic scholarships on the motives of collegiate athletes for sport. "Present" and "perceived future" motivation was assessed in a sample of 70 non-scholarship and 46 scholarship basketball players. Male scholarship athletes reported higher levels of introjected regulation than female non-schol- arship athletes, and higher levels of external regulation compared to female scholarship athletes and all non-scholarship athletes. For non-scholarship athletes, the future possibil- ity of obtaining full athletic scholarships resulted in increased external regulation, de- creased intrinsic motivation to experience stimulation, and decreased intrinsic motivation to accomplish things. For scholarship athletes, the possibility of removing full athletic scholarships resulted in decreased intrinsic motivation to experience stimulation and de- creased intrinsic motivation to accomplish things. Collectively, the results of the present investigation offer support for Deci and Ryan's (1985) cognitive evaluation theory and point to the potential negative effects of scholarships on athlete's motivation for sport. Address Correspondence To: Nikola Medic, Department of Kinesiology, McMaster Uni- versity, Hamilton, Ontario, Canada, L8S 4K1, Phone: (905) 525-9140 ext. 24625, E-mail: [email protected]. 292 The Effects of Athletic Scholarship... /293 Research has shown that intrinsic motivation (IM) and extrinsic motivation (EM) are important concepts for understanding motivational processes in sport settings (Deci & Ryan, 2002; Vallerand & Rousseau, 2001). IM refers to "doing an activity for its inherent satisfactions and pleasures rather than for some separable consequence" (Ryan & Deci, 2000, p.
    [Show full text]
  • ASU CDS 2017-2018 Tempe Campus Final 05-01-18.Xlsx
    Arizona State University at the Tempe campus Common Data Set 2017-2018 A. General Information A0 Respondent Information (Not for Publication) A0 Name: Mary Hyduke A0 Title: Specialist Senior A0 Office: Institutional Analysis A0 Mailing Address: P.O. Box 875304 A0 City/State/Zip/Country: Tempe, AZ 85287-5304 A0 Phone: (480) 965-2318 A0 Fax: (480) 965-1559 A0 E-mail Address: [email protected] A0 Are your responses to the CDS posted for reference on your institution's Web site? Yes No X A0 If yes, please provide the URL of the corresponding Web page: https://uoia.asu.edu/content/common-data-set A0A We invite you to indicate if there are items on the CDS for which you cannot use the requested analytic convention, cannot provide data for the cohort requested, whose methodology is unclear, or about which you have questions or comments in general. This information will not be published but will help the publishers further refine CDS items. A1 Address Information A1 Name of College/University: Arizona State University at the Tempe campus A1 Mailing Address: Admissions Services, P.O. Box 870112 A1 City/State/Zip/Country: Tempe, AZ 85287-0112 A1 Street Address (if different): University Drive & Mill Avenue A1 City/State/Zip/Country: Tempe, AZ 85287 A1 Main Phone Number: 855-278-5080 A1 WWW Home Page Address: www.asu.edu A1 Admissions Phone Number: (480) 965-7788 A1 Admissions Toll-Free Phone Number: A1 Admissions Office Mailing Address: Admissions Services, P.O. Box 870112 A1 City/State/Zip/Country: Tempe, AZ 85287-0112 A1 Admissions Fax Number:
    [Show full text]
  • Sandra Day O'connor College of Law Arizona State University
    ARIZONA STATE SPORTS AND ENTERTAINMENT LAW JOURNAL VOLUME 8 FALL 2018 ISSUE 1 SANDRA DAY O’CONNOR COLLEGE OF LAW ARIZONA STATE UNIVERSITY 111 EAST TAYLOR STREET PHOENIX, ARIZONA 85004 ABOUT THE JOURNAL The Arizona State Sports and Entertainment Law Journal is edited by law students of the Sandra Day O’Connor College of Law at Arizona State University. As one of the leading sports and entertainment law journals in the United States, the Journal infuses legal scholarship and practice with new ideas to address today’s most complex sports and entertainment legal challenges. The Journal is dedicated to providing the academic community, the sports and entertainment industries, and the legal profession with scholarly analysis, research, and debate concerning the developing fields of sports and entertainment law. The Journal also seeks to strengthen the legal writing skills and expertise of its members. The Journal is supported by the Sandra Day O’Connor College of Law and the Sports Law and Business Program at Arizona State University. WEBSITE: www.asuselj.org. SUBSCRIPTIONS: To order print copies of the current issue or previous issues, please visit Amazon.com or visit the Journal’s website. SUBMISSIONS: Please visit the Journal’s website for submissions guidance. SPONSORSHIP: Individuals and organizations interested in sponsoring the Arizona State Sports and Entertainment Law Journal should contact the current Editor-in-Chief at the Journal’s website. COPYRIGHT ©: 2018–2019 by Arizona State Sports and Entertainment Law Journal. All rights reserved except as otherwise provided. CITATION: ARIZ. ST. SPORTS & ENT. L.J. The Arizona State Sports and Entertainment Law Journal thanks its sponsor, Jackson Lewis, P.C., for its financial contribution.
    [Show full text]
  • When the Numbers Don't Add Up: Oversigning in College Football Jonathan D
    Marquette Sports Law Review Volume 22 Article 13 Issue 1 Fall When the Numbers Don't Add Up: Oversigning in College Football Jonathan D. Bateman Follow this and additional works at: http://scholarship.law.marquette.edu/sportslaw Part of the Entertainment and Sports Law Commons Repository Citation Jonathan D. Bateman, When the Numbers Don't Add Up: Oversigning in College Football, 22 Marq. Sports L. Rev. 7 (2011) Available at: http://scholarship.law.marquette.edu/sportslaw/vol22/iss1/13 This Article is brought to you for free and open access by the Journals at Marquette Law Scholarly Commons. For more information, please contact [email protected]. BATEMAN (DO NOT DELETE) 12/21/2011 2:18 PM ARTICLES WHEN THE NUMBERS DON’T ADD UP: OVERSIGNING IN COLLEGE FOOTBALL JONATHAN D. BATEMAN∗ I. INTRODUCTION Congratulations. After months of receiving letters in the mail and answering telephone calls from college football coaches around the country, the recruiting process has finally ended because today is February 2, 2012, National Signing Day. Although you have been verbally committed to Hometown University for months now, today is the day that you (and your parents) will formally sign the National Letter of Intent (NLI),1 the document that will serve as your binding commitment to play football for Hometown University next fall. You spend the spring and summer months training in anticipation for your first season as a college football player, all the while dreaming about the future opportunities and experiences that enrolling at Hometown University will provide. Fast-forward to your first day of practice.
    [Show full text]