Developed with the help of volunteer leaders and member institutions across the country, The Job Descriptions Index provides access to sample job descriptions for positions unique to higher education.
Descriptions housed within the index are aligned with the annual survey data collected by the CUPA-HR research team. To aid in the completion of IPEDS and other reporting, all position descriptions are accompanied by a crosswalk section like the one below.
Crosswalk Example
Position Number: The CUPA-HR position number BLS SOC#: Bureau of Labor Statistics occupation classification code BLS Standard Occupational Code (SOC) Category Name: Bureau of Labor Statistics occupation category title US Census Code#: U.S. Census occupation classification code VETS-4212 Category: EEO-1 job category title used on VETS-4212 form
***SOC codes are provided as suggestions only. Variations in the specific functions of a position may cause the position to better align with an alternate SOC code.
Sample Job Descriptions
Athletics Trainer/Physical Therapist
Under the general supervision of the Head Athletic Trainer, provides physical therapy and assists in the prevention, care, and rehabilitation of athletic injuries. Provides trainer coverage of athletic activities, organizes orthopedic clinics, advises on prevention and care of athletic injuries, and team-teaches athletic training classes. Supervises student trainers. Typically requires: Bachelor’s degree, preferably in physical therapy or health science, and 1 – 3 years of related experience at the collegiate level. Certification as an athletic trainer desirable.
CROSSWALKS Position Number: 469110 BLS SOC # 29-9091 BLS Standard Occupational Code (SOC) Category Name: Athletic Trainers US Census Code # 3245 VETS-4212 Category: Prof
Coordinates all aspects of team defense, assesses players’ skills and assigns positions, evaluates own and opposition team capabilities to determine game strategy, instructs players in techniques of game, and assists with recruitment and retention of student athletes. Requires a bachelor’s degree in physical education, recreation, health, or related field or equivalent plus 4-5 years’ experience as an assistant coach or high school head coach. Must have knowledge of NCAA rules and regulations.
CROSSWALKS Position Number: 499280 BLS SOC #: 27-2022 BLS Standard Occupational Code (SOC) Category Name: Coaches and Scouts US Census Code: 2720 VETS-4212 Category: Prof
Responsible for developing, implementing, supervising and evaluating the overall academic services offered to student athletes to insure they strive to achieve their full academic potential. Also responsible for monitoring institutional compliance with NCAA/conference academic eligibility regulations for student-athletes in all sports. Typically requires: Bachelors degree and 3-5 years of related administrative experience.
CROSSWALKS Position Number: 400170 BLS SOC # 25-9030 BLS Standard Occupational Code (SOC) Category Name: Instructional Coordinators US Census Code # 2550 VETS-4212 Category: Prof
Responsible for developing, administering and monitoring the compliance system for maintaining institutional control for the school’s athletics program. Responsible for the comprehensive administration of all athletic compliance functions of the institution to ensure compliance with NCAA and other league rules and regulations, as well as pertinent governmental regulations. Responsibilities include, but are not limited to, monitoring recruiting activities, initial eligibility certification, continuing eligibility certification, financial aid administration, self reporting and rules education. Typically requires: Bachelors degree and 2 – 4 years of NCAA Compliance experience at an institution of higher learning.
CROSSWALKS Position Number: 427100 BLS SOC # 13-1041 BLS Standard Occupational Code (SOC) Category Name: Compliance Officers US Census Code # 0565 VETS-4212 Category: Prof
Responsible for all fund raising for athletic programs, including major gift cultivation and solicitation, capital campaigns, athletic club, premium seating programs, private suites, etc. Typically requires: Bachelors degree, 3- 5 or more years of college or university athletic fund-raising experience.
CROSSWALKS Position Number: 437150 BLS SOC # 13-1131 BLS Standard Occupational Code (SOC) Category Name: Fundraisers US Census Code # 0726 VETS-4212 Category: Prof
Responsible for advising the Athletic Director on all external affairs and overseeing the external relations program which includes advertising, promotions, marketing, communications, ticketing and public affairs for the entire department. Oversees all marketing and promotions fulfillment as well as game day operations and all media resources (television, radio, internet, etc.). Serves as liaison with sponsors and negotiate contracts between various marketing, promotion and advertising entities. Typically requires: Bachelors degree in related field; 5 years of management experience in a college or university athletic department; experience in developing and implementing strategies related to external affairs preferred.
CROSSWALKS Position Number: 468100 BLS SOC # 27-3031 BLS Standard Occupational Code (SOC) Category Name: Public Relations Specialists US Census Code # 0060 VETS-4212 Category: Prof
SAMPLE JOB DESCRIPTIONS
Head, Athletics Operations
Directs use, operation, and maintenance of all Institution athletic facilities and fields including stadiums, arenas, gymnasiums, pools, rinks and boathouses. Oversees administration of all events and establishes facilities revenue goals. Establishes long-range planning for facilities, identifies, assesses and addresses short- and long-term program needs in conjunction with staff members and coaches, and plans for and recommends technology improvements. Typically requires: Bachelor degree, with Master degree preferred; 8 or more years experience in facility and operation management; preferably athletic facility administration and operations experience desired.
CROSSWALKS Position Number: 457110 BLS SOC # 13-1199 BLS Standard Occupational Code (SOC) Category Name: Business Operations Specialists, All Other US Census Code # 0020 VETS-4212 Category: Prof
Directs the athletic training program for intercollegiate athletics and supervises the training room. Collaborates with coaching staff in developing conditioning, weight training and nutrition programs for athletes. Coordinates medical coverage for athletic events. Supervises Assistant Athletic Trainers/ Physical Therapists in the prevention, care, and rehabilitation of athletic injuries. Determines, with advice from a doctor, when and at what level an athlete can return to participation in a sport. Typically requires: Bachelors degree in physical therapy, athletic training or related field; 5 – 8 years of related experience and certification as an athletic trainer.
CROSSWALKS Position Number: 469100 BLS SOC # 29-9091 BLS Standard Occupational Code (SOC) Category Name: Athletic Trainers US Census Code # 3245 VETS-4212 Category: Prof
Directs intercollegiate and intramural athletic programs for men only. Responsible for scheduling and contracting for athletic events, employment and direction of athletic coaches, publicity, ticket sales, and equipment and facilities maintenance. Typically requires: Bachelor’s degree and 3-5 years of management experience in intercollegiate athletics.
CROSSWALKS Position Number: 468120 BLS SOC # 13-1199 BLS Standard Occupational Code (SOC) Category Name: Business Operations Specialists, All Other US Census Code # 2720 VETS-4212 Category: Prof
SAMPLE JOB DESCRIPTIONS
Head, Sports Information / Athletics Communications
Institutional representative to the media for all athletic activities. Manages preparation and dissemination of news releases, articles, videos, WEB updates and other communications about the institutions sports programs, including games and other events. Typically requires: Bachelors in journalism, public relations, marketing or related field; 3- 5 years of experience in sports journalism.
CROSSWALKS Position Number: 468110 BLS SOC # 27-3031 BLS Standard Occupational Code (SOC) Category Name: Public Relations Specialists US Census Code # 0050 VETS-4212 Category: Prof
Oversees all aspects of women’s athletic programs. Responsibilities typically include budget planning, resource allocation, scheduling and contracting for athletic events, coordination and/or administrative support for coaches of all women’s sports. Also provides academic support to all women student-athletes, to include monitoring of academic performance and attendance, tutoring, advising or referring to appropriate resources. In charge of gender equity within the Athletic Department and advises the director on all matters concerning Women’s Athletics and gender related issues. Typically requires: Bachelor’s degree and 4-7 years of experience in athletic department administration, coaching, counseling or related field.
CROSSWALKS
Position Number: 468130
BLS SOC # 13-1199
BLS Standard Occupational Code (SOC) Category Name: Business Operations Specialists, All Other
US Census Code #2720
VETS-4212 Category: Prof
Coordinates all aspects of team offense, assesses players’ skills and assigns team positions, evaluates own and opposition team capabilities to determine game strategy, and coaches or directs coaches to instruct players in techniques of game. Requires a bachelor’s degree in physical education, recreation, health, or related field or equivalent plus 4-5 years’ experience as an assistant coach or high school head coach. Must have knowledge of NCAA rules and regulations.
CROSSWALKS Position Number: 499270 BLS SOC #: 27-2022 BLS Standard Occupational Code (SOC) Category Name: Coaches and Scouts US Census Code: 2720 VETS-4212 Category: Prof
Supports coaches’ decision-making by organizing, analyzing, and presenting information. Attends sporting events and records data in real time. Audits and compiles official statistics and prepares reports for media. May be involved in resolution of disputed calls. Analyzes player performance and team strategy. Requires a bachelor’s degree in mathematics, statistical analysis, or computer science.
CROSSWALKS Position Number: 468150 BLS SOC # 15-2041 BLS Standard Occupational Code (SOC) Category Name: Statisticians US Census Code # 1230 VETS-4212 Category: Prof
Dr. Riann MullisImagine going through a typical work week without a colleague or coworker inserting an analogy or anecdote from sports into the conversation. Regardless of the reason, from comparison to training, or overcoming adversity, “Collegiate athletics have been a part of the American culture since the 1800s” (Lewis, 2013). Sports significantly influence colleges and universities nationwide, acting as a driving force for institutional culture. The National Junior College Athletic Association (NJCAA) is no stranger to cultivating a positive environment for student-athletes. The association has been providing student-athletes with opportunities to compete in collegiate athletics since 1938 (NJCAA, 2025). Community college athletics traditionally have not received the majority of attention from national media; however, discussion is crucial at this foundational level, especially for the more than 45,000 NJCAA student-athletes pursuing academic and athletic opportunities each year.
Mainstream media’s focus on ticket sales, influential athletes, and comparisons of athletic experience have contributed to a heightened sense of awareness of athletics at all levels. A significant change for athletics occurred more than 50 years when President Richard Nixon signed Title IX of the Education Amendment (Title IX) into law in 1972 (Valentin, 1997). “Implementing Title IX requires institutions to provide equal athletic opportunities for members of both sexes and to accommodate students’ athletic interests and abilities effectively” (U.S. Department of Education [USDE], 2020b).
Dr. Jennifer Spielvogel The ability to conceptualize the similarities and differences of sports becomes critical to recognize what is considered fair opportunities and experiences for student-athletes. This informs the concept of athletic equity. Though major progress has been made since the enactment of this law, questions remain as to what equity looks like in athletics (Jensen, 2022).
In a recently published study, “The Assessment of Athletic Equity by Head Men’s and Women’s Coaches in the National Junior College Athletic Association”, (Mullis, 2024) head coaches from a variety of NJCAA sports at Division I (DI) and Division II (DII) institutions were surveyed and interviewed to glean their opinions pertaining to implementation and best practices of athletic equity. Questions focused on observations, opportunities, and experiences.
The NJCAA head coaches’ opinions about athletic equity initially focused on facilities, scholarships, and travel provided for teams. They were asked to assess the level of agreement on a 4-point Likert (1932) scale ranging from 4 (strongly agree) to 1 (strongly disagree) and the mean (M) was calculated for each question. The head coaches assessed facility equity (M = 2.8), scholarship equity (M = 2.8) and travel equity (M = 3.2) at prominent levels, indicating equity is present. The survey data also were disaggregated by team, with no significant differences found from head coaches of men’s and women’s teams in any sport. Further, the coaches agreed that equity is present for all teams at their institutions.
In the study, head coaches also rank ordered the importance of six distinct coaching roles: advisor, advocate, fundraiser, leader, mentor, and role model. All 192 survey respondents were consistent in ranking leader as the most significant role. The coaches were confident about their relationships and impact on the student-athletes. Most impressively, when interviewed, none of the coaches mentioned wins and losses. Rather, their focus, shared with enthusiasm, highlighted the importance of each of their identified roles and their overwhelming responsibility to advance athletic equity through fair experiences and opportunities for their student-athletes.
Collectively, the head coaches conveyed enhanced advocacy accountability for their athletes and teams. Case in point, when coaches were asked in the interviews if they had a responsibility to advocate for athletic equity, an NJCAA DII women’s basketball coach confidently expressed:
Yes. Absolutely. If I do not advocate for my kids [women’s basketball student-athletes], who is going to do that? That is my job. My goal is to make sure they are getting the same treatment the same opportunities that every other sport, whether it be male or female, is getting on campus.
With similar conviction, when posed the question if he considered himself responsible for advocating for athletic equity, a DII softball coach sharply stated, “No question.” In the interviews many coaches indicated that campus athletic directors and presidents should be involved and aware of athletic needs. From their perspective, there is a need for effective collaboration and communication, as the administration’s decisions can significantly impact the advancement of athletic equity.
The assessments and opinions from NJCAA DI and DII head coaches offer a never-before-seen insight into athletic equity implementation at the NJCAA level. Continuing the conversations around the best practices of athletic equity through the voice of the coaches is imperative for the future of collegiate athletics. Implementing progressive ideas such as campus forums, shared documentation, and open discussion around the student-athlete and how to best provide equitable experiences for everyone involved will lead to the continuation of athletic equity at the two-year college level.
Dr. Riann Mullis serves as Athletic Director and Title IX Coordinator at Neosho County Community College (KS).
Dr. Jennifer Spielvogel serves as Professor of Practice, Community College Leadership Program, Department of Educational Leadership, at Kansas State University.
The Roueche Center Forum is co-edited by Drs. John E. Roueche and Margaretta B. Mathis of the John E. Roueche Center for Community College Leadership, Department of Educational Leadership, College of Education, Kansas State University.
References:
Jensen, M. (2022, June 23). What would starting Title IX from scratch look like? Philadelphia Inquirer. https://www.inquirer.com/college- sports/title-ix-anniversary-polls-issues 20220623.html
Lewis, G. (2013). The beginning of organized sport. American Quarterly, 22(2), 222–229. https://history.msu.edu/hst329/files/2015/05/ LewisGuy-TheBeginning.pdf
Likert, R (1932). A technique for the measurement of attitudes. Retrieved May 4, 2025 from https://archive.org/details/likert-1932/ page/14/mode/2up
Mullis, R. (2024). The assessment of athletic equity by head Men’s and Women’s coaches in the national junior college athletic association (Order No. 31489530). Available from Dissertations & Theses @ Kansas State University; ProQuest One Academic. (3097398397). Retrieved from https://er.lib.k-state.edu/ login?url=https://www.proquest.com/dissertations- theses/assessment-athletic-equity- head-men-s-women/docview/3097398397/ se-2
National Junior College Athletic Association. (2025). About. History. Retrieved May 4, 2025 from https://www.njcaa.org/about/history/ index
U.S. Department of Education. (2020b). Intercollegiate athletics policy: Three part test – part three. https://www2.ed.gov/about/offices/ list/ocr/docs/title9-qa-20100420.html
Valentin, I. (1997). Title IX: A brief history. 25 years of Title IX. WEEA Digest. Women’s Educational Equity Act Resource Center at EDC. https://eric.ed.gov/?id=ED414271
Editor’s note: The information in this post came from the National Athletic Trainers’ Association’s white paper “The Collegiate Athletic Trainer Labor Crisis,” which includes a checklist and a library of resources to assist collegiate ATs and leaders in evaluating recruitment, hiring, retention and advancement practices.
Like much of higher ed, collegiate athletics is struggling with a labor crisis due to the post-pandemic “Great Resignation.” Particularly in the area of athletic training, colleges and universities are finding it more and more difficult to attract and retain talent. Given the role and value ATs and their sports medicine departments have in reducing risk for their athletic department and institution, it is critical for leaders to understand and address the current labor crisis.
To identify some reasons for this labor challenge, the National Athletic Trainers’ Association (NATA) Intercollegiate Council for Sports Medicine (ICSM) in collaboration with the NATA Compensation Task Force surveyed more than 1,120 collegiate athletic trainers (ATs) across the country. Pay, organizational culture, burnout and increased work responsibilities were the themes that emerged.
Findings
Salary remains the most important factor for collegiate ATs as they evaluate employment options. As the AT profession continues to see increasing employment opportunities within hospitals, sports medicine clinics, industrial settings, physician offices, and military and municipality services, the market is becoming more competitive. The collegiate AT average salary of $54,000 remains below the overall athletic trainer average salary of $61,000.
Workload is a cause for concern. More than half of the survey respondents indicated they were caring for more than 100 student-athletes, and 65 percent said they had received additional responsibilities from their supervisor without an increase in compensation. Due to workload, respondents expressed concerns around being able to provide student-athletes with the attention they deserve, being able to devote time to preventative care and/or corrective exercise, and an inability to provide one-on-one rehab time to student-athletes. Research suggests that ATs with very high patient loads perceive an inability to meet the demands of their athletic administrators and coaches, which leads to increased emotional exhaustion and burnout. The survey found that only 12 percent of respondents have been employed in collegiate athletics beyond 10 years.
Organizational culture plays a large role in attracting and retaining ATs. The survey found that collegiate ATs expect a positive work culture that promotes student-athlete health and safety, an understanding of ATs responsibilities, appropriate time demands, independent medical care and a collaborative team environment. Additionally, respondents indicated a desire for formal onboarding and mentorship programs specific to the AT position — while 60 percent of respondents indicated such a program would be favorable, only a third had any formal onboarding with their current position.
How Can Institutions Respond?
Institutions that are slow to respond to the athletic trainer labor crisis will continue to have challenges hiring and retaining ATs. To this end, NATA has outlined several steps institutions can take to address the challenges around attracting and retaining talent in the athletic trainer field:
Conduct a salary and benefits review of your institution’s ATs, with particular attention to different AT employment opportunities within your local area; additional provisions that could be offered (sign-on bonuses and/or retention bonuses); market rates and compa-ratios; and compensation for increased roles, responsibilities and job duties.
Audit your institution’s AT job descriptions to ensure they are reflective of AT duties and responsibilities.
Offer more work flexibility, support services and work-life balance resources for ATs.
Create AT-specific mentorship and onboarding programs.
On February 17, the Department of Education’s Office for Civil Rights (OCR) issued three resource documents on Title IX compliance for school athletic programs. The first resource document covers support for equal opportunity in school athletic programs generally, while the other two cover Title IX and athletic opportunities at K-12 schools and colleges and universities separately.
According to the OCR, these documents were designed “to help students, parents, coaches, athletic directors and school officials evaluate whether a school is meeting its legal duty to provide equal athletic opportunity regardless of sex,” and they provide examples of situations that may mean a school is not complying with Title IX requirements. The guidance does not make any changes to existing enforcement procedures for the OCR, rather, it is intended to be used by institutions to ensure that their existing protocols and programs are compliant with Title IX.
Supporting Equal Opportunity in School Athletic Programs
The first resource document reiterates Title IX’s prohibition of discrimination on the basis of sex in education programs and activities, including athletic programs, that receive federal funds. It states that Title IX requires schools to effectively accommodate the athletic interests and abilities of their students regardless of sex, and provide equal opportunity in the benefits, opportunities and treatment provided for their athletic teams. It also clarifies that Title IX requires colleges and universities to not discriminate on the basis of sex in the provision of any athletic scholarships or financial assistance to students.
The resource document included four examples of situations that may surface Title IX concerns at colleges and universities, which are listed below:
The men’s teams at a college receives new athletic apparel and gear each year, while the women’s teams must use old apparel and purchase some of their own equipment.
Across its entire athletic program, a college awards disproportionately more athletic financial assistance to men than women.
A university provides funds for its coaches to recruit athletes for its men’s football and basketball teams because it considers those teams to be “flagship sports.” It provides no funds for coaches to recruit women athletes. As a result, the school has difficulty attracting women to participate in its athletic program.
Women are underrepresented in a university’s athletic program compared to their representation in the student body. The university would have to offer 54 additional spots for its women students on existing or new teams for women to have substantially proportionate athletic participation opportunities. Women have expressed an interest in having more teams, and there are women students participating in club sports for which there are no varsity teams. Those club sports include lacrosse, water polo, ice hockey and bowling — all of which have intercollegiate competitions available and are sanctioned by the athletic governing body the university belongs to. Yet, the university has not added a women’s team for many years.
Title IX and Athletic Opportunities in Colleges and Universities
The resource document designed specifically for institutions of higher education dives deeper into background information on Title IX, as well as ways that students, coaches, athletic directors and school officials can evaluate a school’s athletic program and whether it’s meeting its legal requirements to provide equal athletic opportunity. With respect to the evaluation, the document guides readers with questions and examples of Title IX compliance with respect to the benefits, opportunities and treatment for men’s and women’s teams; athletic scholarships and financial assistance, and meeting students’ athletics interests and abilities.
Benefits, Opportunities and Treatment for Men’s and Women’s Teams
With respect to equivalent benefits, opportunities and treatment for men’s and women’s teams, the resource document lists several questions about an institution’s attempts to provide equal opportunities to both men and women student-athletes. These questions surround the following topics:
Equipment and supplies
Scheduling games and practice time
Travel and daily allowances
Coaching
Academic tutors
Locker rooms, fields, courts and other facilities for practice and competition
Medical and training facilities and services
Housing and dining services
Publicity
Recruitment
The resource document explicitly states that if any of the questions listed under these topics is answered as a “no,” it may indicate a possible Title IX violation.
Athletic Scholarships and Financial Assistance
The document also creates questions that may be used to assess a school’s provision of scholarships and athletic financial assistance. The questions help guide users to measure the percentage of women and men participants at their institution and the percentage of scholarship awards provided to women and men, and it lists questions and examples to help compare these percentages. These questions may again point to disparities among programs that could be potential violations of Title IX, but the OCR states that it “will take into account all legitimate, non-discriminatory reasons for disparities provided by the school” if there are disparities present between percentages awarded to men’s and women’s programs.
Meeting Students’ Athletic Interests and Capabilities
The resource document refers to the “three-part test” that institutions may use to demonstrate that all Title IX legal requirements are being fulfilled. Schools are only required to use one of three options to show compliance with Title IX, which are detailed in the document and briefly listed below:
Option 1: Substantial Proportionality — This option looks to whether the percentage of women and men participants on athletic teams are about the same as, or “substantially proportionate” to, the percentage of women and men enrolled as full-time undergraduates at your school.
Option 2: History and Continuing Practice — This option looks to whether your school can show it has a history and continuing (i.e. present) practice of expanding its athletic program to respond to the interests and abilities of women, if women have been underrepresented, or if men have been underrepresented.
Option 3: Interests and Abilities of Students — This option asks whether your school can show that — despite the disproportionality — it is otherwise meeting the interests and abilities of the underrepresented sex.
The resource document states that following longstanding practice for showing Title IX compliance — if an institution is unable to use any of the three options to show compliance with Title IX — may not be meeting legal requirements to provide equal opportunity to participate in athletics based on sex under Title IX.
Options for Filing Complaints for Title IX Violations
Both the general support and higher education-specific documents end their guidance with ways in which students, parents, employees and others in the school community may file Title IX complaints through their school’s grievance procedures if they believe their institution is not providing equal athletic opportunity based on sex. The documents first turn readers to their institution’s Title IX coordinator, but also provides the option to file a complaint online with the OCR. It also clarifies that anyone is able to file complaints with the OCR, which may include individuals outside of the school community.
CUPA-HR will continue to monitor for any updates to Title IX compliance and will keep members apprised of any updates with respect to Title IX law and regulations.
