Submitted by Jake New on November 6, 2014 - 3:00am
The National Collegiate Athletic Association doubted whether it had the authority to punish Pennsylvania State University over the Jerry Sandusky child abuse scandal, according to internal emails recently made public as part of an ongoing court case.
In one email, the sanctions eventually imposed by the NCAA against Penn State were described as an attempt to "bluff" the college. “I characterized our approach to PSU as a bluff when talking to [NCAA president Mark Emmert] yesterday afternoon after the call," wrote Julie Roe, the NCAA's then-director of enforcement. "He basically agreed b/c I think he understands that if we make this an enforcement issue, we may win the immediate battle but lose the war when the COI (Committee on Infractions) has to rule. I think he is okay with that risk.”
In another email, Kevin Lennon, the NCAA's vice president of academic and membership affairs, said that Penn State would accept the association's punishment because the university was "so embarrassed they will do anything." The NCAA eventually decided to vacate years of Penn State wins, suspend the university from participating in postseason games, and fine the institution $60 million. The historic punishment was criticized by some at the time as an overreach of the association's authority.
"Debate and thorough consideration is central in any organization, and that clearly is reflected in the selectively released emails," the NCAA said in a statement Wednesday. "The national office staff routinely provides information and counsel to the membership on tough issues. The NCAA carefully examined its authority and responsibility to act in response to the athletics department’s role detailed in the Freeh report. Ultimately, advised by all information gathered the Executive Committee determined to act and move forward with the Consent Decree."
University officials said that they found it "deeply disturbing that NCAA officials in leadership positions would consider bluffing one of their member institutions, Penn State, to accept sanctions outside of their normal investigative and enforcement process."
Harvard University secretly photographed 2,000 students in 10 lecture halls last spring as part of a study of classroom attendance, The Boston Globe reported. With faculty and students criticizing the action as an invasion of student privacy, the university has pledged to study the issue.
Submitted by Jake New on November 5, 2014 - 3:00am
Faculty members at Dartmouth College voted, 116-13, Monday to ban the college's fraternities and sororities and to abolish the Greek system.
Similar votes have taken place before and had no effect, but the past year has been marked by increasing anti-Greek sentiment on campus. Responding to a poll in August, hundreds of students, faculty, staff, and alumni said they would like to see the college's Greek system abolished. Last week, more than 230 of Dartmouth's 588 faculty members signed an open letter urging the college to do away with the Greek system. Earlier this month, the college's student newspaper devoted an entire front page to an editorial calling for abolition. At the same time, joining fraternities and sororities is still a popular choice for many Dartmouth students. More than half of eligible Dartmouth students are involved in the Greek system.
While the college has solicited campus opinions on how to change the campus social scene and Phil Hanlon, Dartmouth's president, has spoken publicly about attempts to clean up Dartmouth's hard-partying and rowdy reputation, the administration has remained quiet about whether abolishing the Greek system would be part of a potential solution. Hanlon was silent during the faculty meeting Monday, wrote Joseph Asch, a Dartmouth graduate who once ran for a seat on the college's board of trustees.
"Not a word to counterbalance the cant and ire of an angry mob that had little time for debate yesterday, that called out angrily for an immediate vote on its motion to abolish Greek institutions that have been in place for generations," Asch wrote on his website the Dartblog. "Perhaps Phil is keeping his powder dry? Perhaps he is working behind the scenes to encourage moderation before the social engineers conduct surgery on a central aspect of Dartmouth?"
Edward Hammond, the former president of Fort Hays State University, who is still doing work for the institution, issued a statement Sunday in which he said he never gave permission for his image and for a quote to be used in a mailing by the campaign of Governor Sam Brownback, a Republican facing a tight re-election battle, the Associated Press reported.
The statement from Hammond said that he was "shocked and disappointed," and that he didn't endorse candidates in his university role nor would he do anything that appeared to be an endorsement. The Brownback campaign referred questions to the state Republican Party, which paid for the ad, where an official said that the party was "happy to highlight" a quote from Hammond saying that he was satisfied with the budget plan for the university.
Much of the attention in higher education circles focuses on getting more vulnerable students to and through college. We have finally acknowledged that access to and entry into post-high school education not enough; we need to focus on graduation – whether from a certificate program, a community college or a four-year college or university. We have targeted improving graduation rates as a goal that symbolizes success, enabling some to claim victory when those rates rise.
But we are mistaken. We are claiming success too early. This point – which had been gnawing at some of us for months as we have watched and listened to our current seniors – was brought to the fore in Jeff Hobbs' new book, The Short and Tragic Life of Robert Peace. The story of Robert Peace is poignant, examining how a kid from Newark graduated from Yale with a degree in molecular biology and ended up murdered in a drug-related crime. The lost potential is agonizing; the pain of Peace’s mother is staggering.
Robert’s story is not unique. Of course, the individual stories are not identical nor necessarily as tragic. But consider the plight of many first-generation, low-income students who leave their homes and land on college campuses (whether elite or not) where some excel academically and then graduate. Normally, we stop the story there and celebrate success. Since graduation rates are so low for vulnerable students, we assume that the awarding of a degree is the crowning achievement.
In this book and through our lived experiences, certain questions recur: What more could have been done to save Robert? Could he have been saved if colleges saw their responsibility as extending beyond the moment a degree is awarded? Think about how many high schools consider their jobs done when students get accepted to college and complete high school. Check the box. Move on. But do these high-schoolers actually get to college and graduate? High schools are cutting short the scope of their work.
We think that colleges like the one where we work now have a greater obligation than we realize. We offer our first-generation students a career-launching liberal arts education but we do not address with enough deliberateness how our students will transition from our institution into employment or graduate school. Where will they live? Should they return home? How can they navigate their friendships from before and after college? What about their families back home?
Yes, we have career services offices. Yes, we match academic programs with careers. Yes, we have graduate fairs and job fairs. Yes, we have résumé-writing workshops. Yes, we do mock interviews. We do GRE prep. But what we are missing is what would have helped Robert Peace: an effort to focus on the transition from college to graduate school or the workplace in terms of its psychological dimensions. In the toolbox of skills we provide our first generation, low-income students who are graduating, we have failed to give them the skills to “crosswalk” effectively and smoothly between their past and their present and their future.
We should know better. We have experience with our younger veterans now returning stateside. Many of these veterans understandably struggle to navigate effectively from military life to civilian life. Settling into and then succeeding in college are mighty challenges. This reinforces the need to pay attention to our college seniors – preparing them not just for graduation and a career. We need to help them transition from college back to the “outside” world. Robert Peace was left to figure that pathway out on his own and he failed. Interventions from friends and family did not help.
We recognize that there is no magic pill here. But, here are two strategies that can help.
First, if student success has been accomplished on campus by helping students believe in themselves and believe they belong in college, then the mentors who have enabled this to occur need to keep in touch with these students post-graduation – in person, online, via Skype. This is part and parcel of the workload of these mentors. These new graduates need to know that their supporters’ belief in them was not time-delimited and did not end with graduation. Distance does not change, then, the commitment mentors have to their mentees even when those mentors themselves move on to different positions. An online set of modules could be created to achieve this end – engaging graduates and their mentor on a go-forward basis.
Second, it is worth adding the following quasi-mandate for vulnerable students who graduate, outlined to them at the get-go: a commitment that they return to campus and develop a mentor/mentee with a new student who was similar to them? This accomplishes several goals. It gets graduates back to campus, back to a place where they experienced success. It creates an expectation at the beginning that with success comes a commitment to pay it forward. But here is the key: in paying it forward, graduates can appreciate how far they have come, and that in and of itself can shed light on their comfort with their own pathway into the future. Both the graduates and their mentees benefit.
Perhaps there was nothing that would have saved Robert Peace. But whether or not that is true, there is now one college president, one program director and one campus reflecting on how future Robert Peaces could be helped and what is it we can do on our campuses to improve the odds that that difficult post-college transition can be navigated more effectively.
Getting a degree is a major accomplishment; using that degree and finding a place outside the protections of academia where one can flourish and contribute meaningfully to society and handle the complexities of the different worlds in which we all move would be a success. Sadly, this is a victory denied Robert Peace.
Karen Gross is president of Southern Vermont College. Ivan Figueroa is director of diversity and the Mountaineer Scholar Program at the college.