Stepping onto the Connecticut College campus means stepping onto a campus that strongly adheres to the liberal arts tradition. The mission statement of the College strives for an appreciation of “the connectedness of the mind, body and spirit” through, among other things, both academic and athletic pursuits. The end result of this development of personhood is ideally that students will be “responsible citizens, creative problem-solvers and thoughtful leaders in a global society.”
However, at a school that is part of an academically rigorous conference, where students are inevitably going to be challenged in more than one area, a difficult question arises: Are their roles as varsity athletes and students equally valued? The philosophy and values that can be found on the athletics page of the school website claims that “student athletes are an integral part of our college community.” But to what extent is this sentiment a reality on our campus?
Academic vs. Athletic Priorities
One issue in particular that challenges this claim is the frequent conflict that labs and other academic obligations present during the block of time from 4 to 7 PM, which is traditionally designated for athletic practices. “I really think [practice] is undermined…I think there are a lot of professors who are negligent of this fact,” said Colin Gallant ’12, a runner for all three athletic seasons at Conn.
The scheduling conflicts that arise between academic and athletic practices are by no means few and far between. “[Teammates] will often get out of their lab at five when it should have been over at four; there is this whole overlay and I really think that’s insensitive,” said Gallant.
While a class can still function well to some degree when a few students are missing, it is crucial for players of varsity sports to be present in order to maintain the integrity of a practice. The level of interdependence on a team is significantly higher than in a lab or class, and absences can strongly affect the team dynamic.
In addition to scheduling conflicts, athletes have also expressed frustration over events that occur at times that prevent them from participating. The frequent guest lectures, which bring various notable speakers to our campus to talk about many academic and world issues, are almost always held at 4:00 PM, which is the same time athletes are donning their practice clothes and heading down across the Route 32 bridge.
“I think there would be a lot of athletes that would be happy, if given the chance, to go to these presentations,” said Trevor Prophet ’11, who plays both soccer and tennis for Conn.
Every year, an average of five hundred students here are varsity athletes, comprising approximately 25% of the student body at Conn. This means that by default a quarter of the school’s population is excluded from events that many students see as an exciting part of their experience on this campus.
“It’s a large majority of people and I feel like when they do assign guest lectures at that time it’s really kind of negligent of this 25% of people at Conn,” said Gallant. Shouldn’t the fact that such a large portion of the student body might like to attend these lectures be taken into consideration?
“For some people, sports are their main focus, but others would appreciate the option of attending some lectures and not having to worry about coordinating with a tricky practice schedule,” said Molly Pistrang ’13, a former three-season runner at Conn. “A more equal interaction of the two might create a more involved campus community.”
Pistrang also expressed mixed feelings about her parting with athletics at Conn. “I feel enriched by the activities and events I am now able to attend, but also miss the camaraderie of the team,” she said. For those who remain on a team the question remains: why shouldn’t I be allowed to do both?
Moreover, this issue also seems to be at odds with the Core Values section of the NESCAC mission. Titled History, Identity, Membership, it says, “athletic programs should be integrated into the broader life and fabric of our campuses.”
On a broader scale, the question of how much Connecticut College values its athletics arises from both the apparent lack of sensitivity to practice times demonstrated by some professors and the scheduling of guest lectures. Do varsity athletes at Conn feel equally valued for both their athletic and academic contributions? In terms of the liberal arts and the NESCAC mission, the answer would appear to be yes, but the aforementioned instances seem to imply otherwise.
The D-III Factor
The balance between academics and playing a varsity sport can often be a challenging one to maintain, and Gallant also expressed that, as a student-athlete, one cannot always view their sport as the highest priority. “I feel like most other athletes ought to know that they go to college to go to school; that’s why you go to a Division III as opposed to a Division I college, so I don’t necessarily think professors should try to schedule around us.”
Is this true in all Division III schools? While athletes should by no means expect preferential treatment, shouldn’t the student-athlete truly be allowed to excel equally in both areas at this small liberal arts college?
Professor of History Marc Forster, an athlete himself during college, emphasized the principle of equilibrium. “That’s the point, you have to figure out a balance. I think difference between Division III and Division I remains this idea that we think varsity athletes should be treated and consider themselves just like other students in what they do academically or otherwise,” he said sitting at his desk, a picture of a younger version of himself in a Swarthmore lacrosse jersey perched on a nearby shelf. “Athletics shouldn’t prevent these students from using all the academic opportunities that are here.”
This being the case, when students find academics encroaching on their teams’ practice times, what message does this send to them about how the College values the sport to which they dedicate so much time and effort? If resolution of conflicts is often possible when students discuss the matter, what accounts for the frequency of its occurrence?
Such a trend implies a hierarchical structure of values as opposed to a holistic one. When you strictly value academics over athletics, the tendency for athletics to get pushed aside will inevitably continue.
A Difference in Philosophy
Athletics are generally considered a crucial part of the liberal arts education, but how does playing a varsity sport impact a student in terms of their education? The NESCAC Core Values hold that “athletics should teach and promote life skills including fair play, respect, preparation, teamwork, leadership and sportsmanship.” These are all values that are arguably essential in the education of the whole person.
Drew Frazier ’12, a coxswain on the men’s rowing team, emphasized this point. “I think that sports should be treated as another class, as a certain amount of time where you learn lessons that you don’t learn in a classroom,” he said. “It would be ideal to be able to go through the day without being afraid of an inevitable conflict with classes and athletics.”
Indeed, in an ongoing process of growth, athletes learn important lessons being on a team during their four years here, whether on the field, court, track or river. Moreover, as an important part of the education of the whole person, being an athlete also underscores the role of the coaches as educators at Conn.
Although they are not often thought of as having the same role as professors, coaches play an integral role in the education of a large percentage of the student population. They are dedicated professionals with faculty status, they put in long hours and they need to improve the performance of their teams, both for reasons of fulfillment and in order to keep their job.
When their athletes come late to practice because of conflicts with academics, a mixed signal is sent that challenges the value of their position at this school. The resulting situation not only frustrates the coach, but also inevitably makes the athlete feel torn between his or her academic and athletic commitments.
If not equal, then what do the contributions of athletes and coaches actually mean to the mission of the College?
As a former coach at Yale and the coach of the men’s rowing team at Conn for thirty years, Ric Ricci gave insight into the way the different approaches to athletics and academics at an institution can determine its overall atmosphere.
“At Yale, the general idea was commitment to excellence in academics was equal to commitment to excellence in athletics. I think the school’s tradition was such that professors understood that and everyone worked accordingly,” he said. “So the Harvard-Yale regatta was important, but so was your thesis; they found a way to make it happen and there was more of a holistic view.”
This seems like a valid approach, given the success of the students at the school. If students are limited by an imbalance of values between athletics and academics, can they ever be allowed reach their maximum potential as athletes while excelling in their studies?
“I think it has implications for the spirit of the school, and the school is still not clear in terms of what the value of athletics is,” lamented Ricci. “And that’s not just winning, it’s just about being able to do what you’re doing as well as you can in the context of everything else.”
In a recent conversation over lunch, Prophet was surprised when asked what he would have done if he had not participated in athletics over the last four years. He paused, somewhat taken aback by the question. “I still would have stayed active,” he said. “I can’t really imagine college without sports.” •
