The National Collegiate Athletic Association rarely admits to the need to revisit an infractions case, and particularly one that strikes at the core of academic integrity issues. So when the NCAA announced an unusual and embarrassing return to the University of North Carolina at Chapel Hill to reopen an academic fraud investigation that first came to light in 2011 and resulted in narrowly constructed sanctions in 2012 that affected the eligibility of a single athlete, it marked another confidence crisis in whether the NCAA can control the powerful forces of big-time college sports.
The reopening of the case also served as a measure of vindication for those on the UNC campus and in the media who bravely withstood public ridicule and even death threats.
It is undeniable that academic cheating scandals have spiked in the past decade. A 2011 review by Inside Higher Ed found a significant rise in serious academic violations during the past decade. Some critics attribute the spike in cheating to the weakened initial eligibility standards of the NCAA’s academic reform initiatives, while others point to the inherent incentives garnered from winning.
Recent media stories document a trend of selective universities admitting athletes with woefully unprepared reading skills. They are handed to academic support advisers who manage them in predetermined class schedules and place them in academic majors that neither educate them nor prepare them for a career. The university’s traditional deal with the athlete is a bona fide college education in exchange for athletic talent. Too often the promise of an education is unfulfilled. The spikes in these fraud cases are but a fraction of the daily fraud perpetrated against athletes, and the second-class education given to them.
Several highly publicized academic scandals in major athletic programs have gone largely unaddressed by the NCAA. The University of North Carolina fraud case exposes numerous serious allegations of fraud and cover-up by athletic staff, coaches, faculty and administration, with an emphasis on shooting the messengers. The scandal has been a painful and costly journey for this great public university characterized by a steady leeching of damning indictments from former athletes and a former staff whistleblower in national media.
The focus of the scandal is on a former professor at UNC facing a felony charge (now dropped in exchange for cooperation with UNC) of receiving a $12,000 payment for a class he didn’t teach. In the interim, several investigations conducted at the request of the university administration have consistently concluded that this was not an athletic scandal.
In May 2014, the university contracted with Kenneth Wainstein, at $990 per hour, to conduct an independent investigation of the scandal. Advantaged by the cooperation of the professor and his former administrative assistant, Wainstein appears to be sharing his findings with the NCAA. Wainstein’s investigation has prompted a reexamination of the claims from Mary Willingham and others of a widespread and long-term academic fraud scheme designed to keep unprepared athletes competing.
The shared findings may expose the method used to protect the eligibility of underprepared basketball and football athletes through classes that were designed to secure high grades, demanded little time or work in the form of an often-plagiarized paper, and denied them the opportunity for the education the NCAA proudly advertises as its primary mission.
Although UNC offers the most recent example of fraudulent eligibility schemes to maintain prized athletes, recent history has demonstrated similar instances at other major athletic programs and a disturbing trend. In 2006, a scandal at Auburn University revealed unusually large numbers of directed readings courses from a “jock doc” to football players to enhance their likelihood of remaining on the field in exchange for no attendance and little work. In what is commonly known as major clustering, one sociology professor called his department a dumping ground for athletes. The NCAA did nothing.
In 2008, the University of Michigan discovered a similar scheme perpetrated by an athletics-friendly professor there who provided at least 251 independent studies courses to varsity athletes from 2004-2007 on the subject of study skills. The NCAA failed to act.
These three similar instances of obvious breaches of academic integrity to secure athletes’ eligibility shared the same reluctance of the NCAA to investigate further. It should not be surprising that NCAA rule changes in minimum initial eligibility standards and punishment for those institutions failing to meet progress toward degree standards in 2003, enacted under the banner of “academic reform,” brought increased pressure on schools to protect their investments in athletic talent.
Instead of acting on these lapses of academic integrity and educational abuses of athletes, the NCAA Academic Cabinet and Management Council spent months in an effort to study the definition of academic misconduct and when schools are obligated to report instances of fraud. After months of deliberation, not much has changed. Its new interpretation, issued in April 2014, looks very similar to the NCAA definition of academic fraud issued in 2000.
Academic fraud is not a complicated concept. For NCAA fraud to occur there must be two ingredients: an athletics nexus with the participation of athletics personnel or other institutional staff, and a fraudulent advantage affecting the eligibility of the athlete. Members of the NCAA cabinet described a reticence to interfere with institutional academic misconduct policies
Perhaps the new NCAA official interpretation defining what constitutes NCAA academic fraud spurred the reopening of the case at UNC, but the constant public outrage and allegations from athletes on CNN, HBO's "Real Sports With Bryant Gumbel," Bloomberg News, The Huffington Post, The New York Times, the Raleigh News and Observer and others were more likely the catalyst.
Media have exposed athletes who are admitted to selective institutions with severe deficiencies in basic reading skills and systematically channeled through a series of fraudulent classes, friendly faculty and non-rigorous academic majors tailored to maintain eligibility. The fraud begins when admissions directors of selective institutions, at the directive of their their campus presidents, admit unprepared but NCAA-qualified athletes. The eligibility of these marginal athletes is cleverly managed with the assistance of some faculty.
The NCAA’s lax admission standards for student athletes incentivize schools to sacrifice integrity and the education of the athletes who will never “go pro.” Why do we continue to ignore the truth that each new recruiting class brings athletes who simply cannot do college-level academic work? It seems ludicrous to expect highly marginal athletes to maintain their coursework while they also work a full-time physical job with the risk of serious injury. The athletes deserve better.
To make good on the NCAA’s promise of a meaningful “world class education,” we should reconsider initial eligibility standards to ensure that athletes admitted to our institutions have obtained the necessary learning skills to be competitive in the classroom. Athletes admitted to our institutions should fall within one standard deviation of the academic profiles of their entering classes. This range of preparedness provides a reasonable skill level to compete with non-athlete classmates. At the very least, institutions must develop intensive, measurable literacy programs to support the educational needs of our underprepared athletes. The current academic culture appears to be a step removed from the instruction necessary for many of these students to be successful. Let’s be realistic about the priorities of students and work together with coaches to ensure that college readiness and academics are priorities.
It is critical that academic support programs are not physically or organizationally housed in athletics. All academic programming for athletes such as tutoring, supplemental instruction, and reading and writing support should be directed and monitored by educators hired by the university who work closely with the student body.
A higher education is a potential way out of poverty, but if we do not make certain that our gifted revenue sport athletes have mastered basic academic skills before they embark on serious college study, then we have not only failed these students, but we have exploited them too.
The NCAA has avoided its shared responsibility with member institutions to curb the widespread academic fraud and eligibility schemes so prevalent throughout our institutions engaging in big time sports. It is wishful thinking to believe the NCAA will reform itself in the radical means necessary to restore public confidence.
We believe that this is moment for faculty to express their outrage and join the battle. Tenured faculty members on the department, college and faculty senate levels must assume responsibility for the academic rigor and integrity of their institutions by insisting on transparency in grading trends. Rather than deliberate institutional castigation of whistleblowers for bringing allegations of serious fraud to light, faculty outraged about academic integrity at their institutions must act.
Gerald Gurney is an assistant professor of adult and higher ed at the University of Oklahoma and president of the Drake Group. Mary Willingham is a former learning specialist at the University of North Carolina at Chapel Hill.
The American Anthropological Association is the latest disciplinary association to decide to consider the role it should play in discussing and/or taking a stance on the Israeli-Palestinian conflict. The association's president is announcing to members that leaders of the group want to promote "a conversation" about these issues, particularly given the expertise of many anthropologists in the Middle East. Monica Heller, the president, also noted in a letter to members in the forthcoming Anthropology News that she was aware that such discussions in other disciplinary associations have been "divisive," and that anthropologists should be able to have a "respectful exchange" on the topic. There will be a special forum at the association's annual meeting in December, and perhaps special sessions. The association is also considering the appointment of a task force. Heller's letter stresses that while association leaders are not preempting moves by others to take various steps, the association is not at this time taking a stand on a boycott of Israel.
Heller's letter is based on a larger article she wrote with other AAA leaders that appeared in an earlier issue of Anthropology News.
The anthropology blog Savage Minds has run a series of posts in recent weeks in which two Ph.D. candidates in anthropology have, under a pseudonym, argued that the association should endorse a boycott. The first post is here.
As more states recognize gay marriage, universities consider whether to keep policies created to help same-sex partners who couldn't marry. And in states that still don't recognize gay marriage, some public colleges are starting to offer new benefits.
As a graduate student, I devoured the Slovenian philosopher and cultural critic Slavoj Žižek’s essays, articles, and, books. I did so in part because I found his analyses of the ideological subjective mechanisms underpinning the functioning of contemporary capitalism generally compelling, and more specifically relevant to my own work. I admired his theoretical acumen, but also what seemed like the sheer breadth of his knowledge.
Žižek, in other words, seemed to me at the time to know almost everything, and he was able to use that knowledge for theoretical gains. Although I, too, wanted to do what Žižek did, I was also painfully aware of my shortcomings. I would never know as much as he seemed to know, meaning that my contribution to “scholarship” would likely remain forever slight. Žižek was a superhuman genius, one of those rare individuals who could do it all; me, I was -- and remain -- a mere mortal.
Last week Žižek was accused of plagiarism for an article he originally published in 2006 in the journal Critical Inquiry. The article, “A Plea for a Return to Différance (with a Minor Pro Domo Sua),” discusses Kevin MacDonald’s The Culture of Critique: An Evolutionary Analysis of Jewish Involvement in Twentieth-Century Intellectual and Political Movements.
As numerous blogs and media outlets, including Newsweek, have discussed, the conservative blogger Steve Sailer first called attention to the article on July 9, noting that “it’s striking how much more opaque Žižek’s prose suddenly becomes when he switches to elucidating what are, presumably, his own ideas, such as they are." Later that day, a blogger gave more teeth to Sailer’s claim, posting a side-by-side comparison of Žižek’s article with Stanley Hornbeck’s review of MacDonald’s book, which had appeared in 1999 in The American Renaissance, a far-right publication known for featuring and advocating for overtly racist views.
As someone who has followed and admired Žižek’s work I was initially disappointed, to say the least. Finding out that one of your favorite authors has plagiarized is the intellectual equivalent of learning of the infidelity of one’s partner. I also, however, wasn’t surprised. Four years out of my graduate program and now in a full-time faculty position, my views of scholarship and its production are less naïve than they once were. To be blunt: it’s simply impossible for someone who keeps Žižek’s schedule, which includes various appointments and a rigorous, international lecturing schedule, to singlehandedly read and research broadly and publish as much as he does. Whether in the form of research assistants or, as appears to be the case in this instance, plagiarism, the actual production of scholarship often depends on others, whose work often remains largely unacknowledged.
Žižek himself seems to indicate as much in his response to the allegations. In response to a request from the website Critical Theory (not really known for its love of Žižek, it is worth pointing out) for comment on the allegation, Žižek expressed “regret” over the incident, but explained it as follows: “When I was writing the text on Derrida which contains the problematic passages, a friend told me about Kevin MacDonald’s theories, and I asked him to send me a brief resume. The friend send [sic] it to me, assuring me that I can use it freely since it merely resumes another’s line of thought. Consequently, I did just that – and I sincerely apologize for not knowing that my friend’s resume was largely borrowed from Stanley Hornbeck’s review of MacDonald’s book.”
Cite too much, and your work is derivative; cite too little, and you get accused of not knowing the literature, sloppiness, or in some cases plagiarism.
If my Facebook feed is any indication, many have not found Žižek’s response satisfying -- and I’ve seen more than a few make the comparison to what students say when they’re accused of plagiarism. It’s unsatisfying because it strikes us as dishonest and unconvincing, something that someone says after being caught because there is nothing better to say.
My question is why we find that response unsatisfying. Putting aside Žižek’s intentions and “what really happened” (which we can’t, of course, know), I would suggest that underneath a lot of the dissatisfaction among fans and critics are unrealistic expectations of what it means to be a scholar and to produce scholarly work. What is unsatisfying in Žižek’s response, in other words, is not the lame passing of the buck to his “friend” but the fact that Zizek relied rather heavily in this instance -- and likely in numerous others -- on the work of someone else.
“That’s what citations are for,” someone will say -- “that’s the whole problem with what happened here.” True, Žižek should have cited his source here, and given his reliance, probably should have just put quotation marks around the whole section in question. But it’s worth pointing out that even if Žižek had done so, he would have been criticized for relying too heavily on “secondary sources” for his argument. In other words, “real” scholarship places a value on uniqueness and novelty, which requires a careful balance when it comes to citation practices. Cite too much, and your work is derivative; cite too little, and you get accused of not knowing the literature, sloppiness, or in some cases plagiarism.
Yet this balance often conceals the fact that we rely on “secondary sources” all the time without necessarily citing them (who hasn’t looked up something on Wikipedia -- without citing it -- to get some bearings?). Conversely, we often pad our arguments with citations to things we haven’t read well or at all. Not only because that’s what's expected but also because doing so allows us to cover our arguments with a supposed mastery of a literature that is virtually impossible for any one person to master. Whoever says that he or she hasn’t done as much either is lying or hasn’t published.
Despite all the talk in the humanities over the past few decades about the death of the author, the inexistence of the subject, the collective production of knowledge, intertextuality, networks of information, and so on, our publication practices and expectations haven’t caught up.
In practice, our notions of scholarship continue to assume an autonomous, substantial ego who is the author of his or her works; when that ego does acknowledge its debts to others, it does so only by citing other autonomous, substantial egos. “Theft” is a good critical concept that helps to destabilize power structures and explain the production of subjectivity -- until, that is, someone steals ideas from someone else.
All of this is not really to defend Žižek, nor is it to suggest replacing current scholarly conventions with an “anything goes” approach. In raising questions surrounding the accusations against Žižek and his response, I’m not necessarily advocating for plagiarism.
I am, rather, saying that the whole affair raises issues in how we understand the production of scholarship. We’re all mere mortals, so perhaps it would be best to lower our expectations with regard to what we do, really acknowledge our debt to others, and allow practice to catch up with theory.
That applies especially, I think, to the “star academics” who shape current discussions and fields, like Žižek. Despite the charges of plagiarism, I still admire and find value in his work, so I’ll continue to read what he has to say. That’s not to say that I’m not disappointed -- I, like other admirers, am, so I might take what he has to say with a few more grains of salt. But such disappointment is a good reminder that we’re all mere mortals, Žižek included.
Hollis Phelps is an assistant professor of religion at the University of Mount Olive. He is the author of Alain Badiou: Between Theology and Anti-theology (Acumen 2013).
More than 500 adjunct professors and their advocates have signed a petition calling for the U.S. Department of Labor to investigate their working conditions. The petition's authors, all current or former adjuncts at various colleges and universities, allege that they are being paid for only part of the work they do, and that that amounts to wage theft. The petition is addressed to David Weil, director of the agency's Wage and Hour Division, and urges him to "open an investigation into the labor practices of our colleges and universities in the employment of contingent faculty, including adjunct instructors and full-time contract faculty outside the tenure track." The investigation should be conducted at the "sector" level, they say, rather than individually.
The petition says that average yearly income for adjunct professors "hovers in the same range as minimum-wage fast food and retail workers," since adjuncts typically are paid only for the time they spend teaching -- not the time they spend preparing or meeting individually with students. Ann Kottner, an adjunct professor of English at three New York City-area colleges, says in a photo posted with the petition that she works 66 hours per week but is compensated for only 26 hours, for example. Kottner and her co-authors say faculty unions have helped alleviate the problem in some cases, but that more needs to be done to protect the rights of adjuncts who can't or won't form unions. Many adjuncts lack basic job security and fear getting "blacklisted" for speaking out or organizing, they say.
The Labor Department did not return a call for comment on the petition.
In today's Academic Minute, Artur Ekert, professor of quantum physics at the Mathematical Institute at the University of Oxford, discusses cryptography and efforts to improve security systems. Learn more about the Academic Minute here.
“I’m flexing my muscles. Come see me flex my muscles!”
The digital humanities (DH) is a proud discipline. Its members will be the first to tell you when they have done something impressive. Lately, that pride has started to wear on our non-digital colleagues who have quietly begun pushing back, by setting aside applications that look a little too digital, and rejecting high-profile journal submissions from digital scholars. I can’t prove it, but as an early-career scholar, I can feel it. They don’t like us.
But maybe it’s not them. Maybe it’s us.
For the past decade we’ve been living in the age of digital hubris, and we can therefore hardly blame people for getting sick of us. Did you hear about the size of Soandso’s newest grant? Or did you read the latest on Whatshisname’s research in The New York Times? Did you know more people read that popular DH student’s blog post yesterday than have ever read your book?
In April, one of the most successful DH projects of all time turned 11 years old. The Old Bailey Online (OBO) first appeared in 2003, and brought 127 million words of transcribed criminal trial records to the Internet. In the decade since its launch, 309 publications have cited the OBO, the project has helped thousands of genealogists piece together their family histories, and it has even inspired a television series. As far as academic projects go, few have as much to be proud of as the OBO.
So 11 years on, what do the project leaders regret? Their hubris.
Professor Tim Hitchcock, one of the principal investigators, wrote on his blog that his enthusiasm for the project’s potential had “simply raised the ire of a group of historians ... who felt their own expertise was somehow threatened.”
It’s not just their expertise that humanists see as being under threat. Traditional humanities monographs are becoming economically unfeasible. Nonetheless, the perceived slow death of the book hasn’t been enough for many scholars in the digital humanities. They want everyone to know their stance: good riddance! Why bother with a publisher and a two-year turnaround when the internet is free and immediate?
Research budgets everywhere are being slashed, yet there always seems to be a million here or a hundred thousand there to get the next big DH project off the ground. That means less money for traditional research. A few years ago a historian colleague of mine assured me that she “does her own research” and didn’t need to waste grant money hiring someone to do it for her. She was a real researcher -- or so implied the cold fury in her intonation.
Who cares what other people think, we might say. On their own these non-digital colleagues won’t be able to put a stop to the private funding, or national-level competitions targeted at DH projects, or the pressure from humanities departments to attract grant funding. However, while they continue to sit on hiring committees, adjudication panels, and act as peer reviewers, they do still hold a number of keys to the academic world. A dose of digital humility may be in our collective best interest, not least for the sake of those of us just starting our careers.
DH is inherently interdisciplinary. My “core” discipline is history. As a (recent) graduate student, that meant my scholarship and job applications typically went through panels of historians. When the application was for something digital or not explicitly disciplinary, I (with all humility) did quite well. But if I had to convince a group of anonymous historians that my work was worthy, I seemed destined for the “no” pile.
Times are tough. I can accept that there are other great candidates out there who may have been better for the job, or more worthy of the scholarship. But it’s not just me. Most of my colleagues in Britain were self-funded during their Ph.D.s, or supported their studies as part-time developers and project managers. I know of none with the golden-ticket scholarships that have long been a measure of the top students in the humanities. I’m grateful I can support myself in other ways. But it’s difficult to ignore the feeling that young scholars are being kept on the other side of the gates by an establishment that’s decided those DH people get enough already.
I’ve seen it in traditional publishing venues as well. One of the most influential digital history articles ever written has been repeatedly rejected by traditional historical journals and is still without a home. This is despite the fact that I’m quite confident that if you are a DH scholar you would recognize the visualization that formed the basis of the article.
Some scholars are getting cunning in an effort to sidestep this digital backlash. A colleague of mine working at the corner of DH and history obfuscated his digital connections in an effort to get hired by a history department. It worked. I followed suit and immediately found my prospects improved when applying for funding.
Is it a conspiracy? No. DHers have many allies in the halls of power. But we all have room for more friends, and the wave of early-career scholars in the field can ill-afford to have people on their selection committees and peer review panels viewing them as a threat, or as arrogant, just because of their field of study.
We can dig in for another decade of covert gatekeeping, or we can move into a new phase of digital humility and mend the divide that has grown between us. I’m sure everyone would agree that DH’s proper place is alongside traditional humanists, supplementing rather than eradicating their techniques with new ways of looking at old problems. Non-digital scholars add depth to our breadth, and focus to our vision.
So I’d like to encourage DH to join me in a decade of digital humility, in which we remind our colleagues that we’re all here because we love the humanities. We appreciate their work, even if we don’t always say so. And we’d like to be on the same team.
That doesn’t mean we need to stop flexing our muscles. We’ve worked hard on them. But, when we are flexing, maybe we can let people notice on their own.
Adam Crymble is a lecturer in digital history at the University of Hertfordshire, in the United Kingdom.