Why D3?

For this research project, I asked current Trinity student-athlete, Kelly Simmons, to reflect on her overall experience of being a student-athlete at Trinity. She stated, “I think being a part of a team made the college transition easier. I think that the athlete community at Trinity has a very different relationship. I think that at Trinity, student-athletes have opportunities to be a part of other extracurriculars like greek life, clubs, and on-campus jobs. Maybe that also has to do with Trinity being D3, it gives all student-athletes an opportunity to create a more complete college experience” (Personal Interview, 2020).

Shortly after this, I asked Simmons to express if she felt that there were any advantages or disadvantages in competing at the Division III level. In which she explained, “At Trinity, I am able to get a better education than with a D1 school. The D1 schools that I had athletic offers were from schools that weren’t as academically challenging or rigorous,” which further reinforces the lack of academic value in Division I universities (Personal Interview, 2020).

In an ideal world, prospective students should not have to make a choice in sacrificing their education in pursuit of competitive athletics. Division III provides student-athletes with an opportunity to compete at a high level while still earning a meaningful education from a top-tier university. Whether Trinity knew it or not, at the time, they were acting in the best interest of the student-athlete.

By creating a culture that recognizes all students for their achievements, whether in the classroom or on the field. Trinity’s decision to disband their athletic dorm permits student-athletes to explore other interests, formulating more well-rounded individuals. The long tenure of athletic dorms supports and idealizes the “athlete first” mindset institutionalized in  Division I and II programs. Trinity’s early recognition of the disadvantages to athlete-only housing is a reflection on their Division III beliefs. Perhaps, the NCAA Division I and II programs should follow suit in the Division III beliefs of placing “the highest priority on the overall quality of the educational experience,” rather than acting in their own best interest.