How High School Students Use Instagram to Help Pick a College | TIME

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Oct 022015


Laura Stampler

When Jackson Barnett, 19, began applying to colleges, he realized he was going to have a problem. Not only was it difficult for the son of two high school teachers to afford applying to many colleges, but the Alabama teen didn’t have the resources to tour the various East Coast and Midwest schools he was interested in.

“One of the most challenging parts of the admissions process was not getting to see all the colleges I was applying to,” he says. “I had to have a lot of faith in colleges’ websites. That’s where Instagram came in.”

It was easy to find schools’ official Instagram accounts. (“What does one semester on campus look like?” prompts Duke’s admissions website. “Follow @DukeStudents on Instagram.”)

But Barnett soon realized that if he clicked on an Instagram photo’s geotagged location, he would be able to see all of the pictures tagged in that specific area — which means he’d see images taken by actual students.

“I definitely went through a bunch of people’s Instagrams just to see what the life of an average student was,” he says. “It’s like having a tour of the school by a real student who isn’t paid to show you the school and tell you the things the admissions office wants you to hear. It’s like you’re getting a tiny slice of that college and it’s real and raw.”

Barnett paid particular attention to whether a school was diverse and politically active. For example, he noted that students at Macalester College were celebrating when gay marriage was legalized in Minnesota, and that campuses were friendly toward protesting students.

The “Natural” Thing to Do

A recent survey found that 76% of teens use Instagram. The graduating class of 2015 will be the first set of students who were able to capture their entire high school experience — from the first day of freshman to the last of senior year — on the photo-sharing app, which was founded in late 2010. So it makes sense that they would use it to not only to follow friends and celebrities, but to research the next stage of their lives as well.

“The natural thing I’d do after visiting a school was to follow it on Instagram,” Morgan Levy, 17, says. The more the New Jersey high school senior looked through school accounts, geotags and hashtags, the more she was drawn to schools that had large athletic departments. She fed off game day energy, which is one of the reasons why she applied early to and accepted a spot at Lafayette College in Pennsylvania.

“When I began looking at schools I didn’t think I’d end up at a division one sports school,” she says. “I never thought I’d be sitting here watching the first round of March Madness.”

Of course, Levy saw some things on Instagram that would act as a red flag.

“I definitely did find some things that bothered me,” she says. “Some campuses seemed more socially oriented towards a lot of partying and that overwhelmed me a little bit.”

Instagram provides an unfiltered look at a campus via filtered photographs-in contrast to the often highly curated pictures on a school’s official Instagram feed.

“I’ve noticed that we’ve all been using Instagram to see the authentic side of the college, beyond the pretty, glossy brochures,” Isabel Song, 18, says.

The Colorado senior is in the process of hearing back from the 21 schools she applied to. “Now I really want to see where I can fit in with students,” she says. “If I find a really cool post I’ll go through the student’s Instagram page. It shows them out with friends and being social, but they’ll also show community things going on.”

Song hopes to be a pediatric oncologist, so she keeps an eye out for Instagram photos that show undergraduates doing scientific research. Although she’s wary of student Instagram feeds that are over-filled with activities, indicating it might be an environment in which students overextend themselves.

Colleges Are Paying Attention to Their Insta-Image

Bowdoin’s director of digital and social media, Holly Sherburne, is aware that prospective students are following the school’s accounts and hashtags. In fact, Sherburne hired a freshman to work for her this year after noticing that she chronicled everything from receiving her acceptance letter to buying college gear to her first day of class at the Maine college using the #Bowdoin hashtag.

“We have what we call a student digital media team and five students deal with Instagram specifically,” she says. Students will post pictures of student activities on their way to class to offer prospective students a slice of day-to-day life on campus.

Although when clicking on actual students’ Instagrams, applicants might see activity that wouldn’t exactly be advertised by the university, like underage drinking or partying or even protests against the university.

University of Virginia senior assistant dean of admissions Jeannine Lalonde says that that isn’t a huge concern. “Students are smart and they know if they don’t lock their accounts down, prospective students aren’t the people they should be worried about — employers are,” she says.

And if a high school student does see an Instagram photo that a UVA student posted participating in a protest, she says that that isn’t a problem. “I want a prospective to student to know that a protest is OK,” she says.

Lalonde encourages applicants to follow her quirky Instagram (that shows off Quidditch matches and beloved cafeteria workers), but she notices that most of the comments she gets are from parents. She says if high school students really want an inside scoop on what campus is like, then they would probably be more intrigued in stalking the school on Yik Yak, an anonymous messaging app.

Staying Off Instagram

Instagram stalking colleges certainly isn’t second nature to all prospective freshmen.

“I did not use Instagram to look at colleges, and I rarely followed universities on other types of social media,” says Maya Sherne, 18, who is currently spending a gap year after high school studying in Israel. “That being said, I used the schools’ official site quite frequently throughout the application process, and only glanced at their social media pages when I was seriously considering the school or when I had been accepted.”

Ian Miller, 18, stayed off Instagram prior to getting into colleges for superstitious reasons.

“For some reason in my head it made perfect sense that by avoiding the college completely on every website but the Common App, I would keep my expectations as low as possible and soften the blow should rejection be eminent, the thought being that just looking at the social media accounts would make me want to go even more and increase my devastation if that would not be possible,” he says.

Although for Barnett, who had searched colleges’ Instagrams for signs of embracing diversity and social activism, using the photo-sharing app was useful in helping him decide to go to Wesleyan University in Connecticut, where he is currently finishing his freshman year.

And, Barnett says, “It’s even better than what was on Instagram.”


Stanford: 5 percent of undergraduate women say they were sexually assaulted | The Washington Post

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Oct 022015


By Nick Anderson
October 1 at 6:08 PM

Five percent of undergraduate women surveyed at Stanford University said they have experienced sexual assault in their time at the school, and a larger share said they were victims of other sexual misconduct.

The findings, released Thursday, are the latest in a series of reports from prominent universities on sexual assault and misconduct. They underscored how much the definition of sexual assault can affect the results of surveys.

Princeton University reported this week that 22 percent of undergraduate women surveyed said they were victims in the last school year of non-consensual sexual contact, which the school said was “commonly described as sexual assault.”

The Association of American Universities reported last month that 23 percent of undergraduate women surveyed at 27 prominent universities had experienced sexual assault and misconduct during their time at school. The AAU defined these incidents as non-consensual sexual contact that occurred through physical force or threats of force, or while a student was incapacitated and unable to consent. The contact ranged from touching to penetration.

At Stanford, officials said they relied on a definition in university policy based on California criminal rape and sexual offense statutes. That defines “sexual assault” as a non-consensual sexual act – involving intercourse, digital penetration, oral sex or penetration with a foreign object – accomplished by use of force, violence, duress, menace, inducement of incapacitation or knowingly taking advantage of an incapacitated person, according to a university statement.

The Stanford definition of sexual assault resembles what elsewhere has been labeled incidents of non-consensual penetration.

Stanford defined sexual misconduct, a second category of offenses, to include “non-consensual penetration or oral sex that occurs without the condition of force, violence, duress, menace or incapacitation that is involved in a sexual assault under state law and Stanford policy.” Also included in sexual misconduct: sexual touching without consent and some acts of clothing removal without consent. About a third of undergraduate women said they experienced sexual misconduct, a finding that university said was “driven largely by high numbers of incidents of sexual touching without consent.”

“The results of this survey show clearly that we have much more work to do in battling sexual assault and misconduct,” Stanford President John Hennessy said. “These findings point to unacceptable behaviors that are fundamentally inconsistent with our community values. The results also indicate that we must enhance our support for students in crisis or distress.”

Fifty-nine percent of all students responded to the Stanford survey, which was conducted in the spring. The response rate for undergraduates was 66 percent.


College Rankings Fail to Measure the Influence of the Institution | The New York Times

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Oct 022015


OCT. 1, 2015

Students, parents and educators increasingly obsessed with college rankings have a new tool: the Obama administration’s College Scorecard. The new database focuses on a college’s graduation rate, graduates’ median earnings 10 years after graduation and the percentage of students paying back their college loans.

While Scorecard adds potentially valuable information to the dizzying array that is already available, it suffers from many of the same flaws that afflict nearly every other college ranking system: There is no way to know what, if any, impact a particular college has on its graduates’ earnings, or life for that matter.

“It’s a classic example of confusing causation and correlation,” said Frank Bruni, the author of “Where You Go Is Not Who You’ll Be,” a book about the college admissions process, and an op-ed columnist for The New York Times. “Anyone who has taken statistics should know better, but when it comes to colleges, that’s what people do. They throw common sense out the window.”

Of course graduates of the Massachusetts Institute of Technology (average postgraduate earnings $91,600, according to the Scorecard) and Harvard ($87,200) do well. That’s because the students they admit have some of the highest test scores and high school grade point averages in the country, reflecting high intelligence and a strong work ethic — two factors that cause high future earnings. That is generally true regardless of where such students attend college, as long as they go to a reputable four-year institution, various studies have shown.

“It’s absurd,” said Jerry Z. Muller, a professor of history at Catholic University of America and the author of “The Costs of Accountability,” a study of misplaced and misunderstood metrics. “Their graduates have high earnings because they’re incredibly selective about who they let in. And many of them come from privileged backgrounds, which also correlates with high earnings.”

The College Scorecard does not rank colleges, but anyone can use the data to do so. M.I.T. (No. 6 on Scorecard earnings) and Harvard (No. 8) are the only universities in the Scorecard’s top 10 that are also highly ranked by the influential U.S. News and World Report. The other schools have a narrow focus on highly paid skills. The No. 1 school on Scorecard is MCPHS University, whose graduates earn, on average, $116,400. (MCPHS stands for Massachusetts College of Pharmacy and Health Sciences, which is not even ranked by U.S. News.)

But pay, of course, says nothing about the relative quality of different colleges. “If you go to M.I.T. and earn a degree in engineering, you’re going to make more than if you go to Oberlin and major in music performance,” Professor Muller said. “But you already know this. To rank the value of colleges based on the ultimate earnings of their graduates radically narrows the concept of what college is supposed to be for.”

Andrew Delbanco, a professor at Columbia University and author of the book “College: What It Was, Is, and Should Be,” agreed. “Holding colleges accountable for how well they prepare students for postcollege life is a good thing in principle,” he said. “But measuring that preparation in purely monetary terms raises many dangers. Should colleges be encouraged first and foremost to maximize the net worth of their graduates? I don’t think so.”

And that is assuming the earnings data is reliable. Scorecard draws from a substantial database of tax returns, but measures the postgraduate incomes only of students who received federal loans or grants, which excludes most students from high-income families. And high family income is a factor that correlates strongly with postgraduate earnings.

PayScale, which ranks colleges based on postgraduate earnings reported by users of its web services, produces numbers that in many cases are substantially different from Scorecard’s. PayScale’s “midcareer” earnings for graduates of Harvard (ranked third at $126,000) and M.I.T., (No. 6, at $124,000) are much higher than Scorecard’s figures.

As with Scorecard, PayScale’s top-ranked institutions, SUNY-Maritime College in the Bronx ($134,000) and Harvey Mudd College in Claremont, Calif. ($133,000), train students for specialized, high-paying fields.

U.S. News does not even include earnings data in its ranking formula, although it said it might do so. “The federal data is a large and new data set, and we’re studying it,” said Brian Kelly, editor and chief content officer for U.S. News. “It represents a subset of students, and we’re looking closely to determine if it in fact tells us what it claims to.”

Some schools highly ranked by U.S. News — Grinnell, Smith and Wellesley, for example — have low rankings on PayScale and low earnings results on Scorecard. Mr. Kelly said U.S. News was examining these “anomalies.”

This year, the Brookings Institution published its own ambitious college rankings that try to improve upon what it sees as flaws in the other lists. It calculates the “value added” of each college by comparing what graduates would be expected to earn given their entering characteristics to what they do earn after graduating.

Because of their high test scores and other factors, students entering Harvard would be expected to do well in postgraduate earnings (a projected $85,950, according to Brookings). That they actually earned $118,200 is a measure of what a Harvard education added to their potential earnings.

The Brookings rankings factor in the nature of a college’s curriculum, the career choices of its graduates and the percentage of graduates prepared for so-called STEM occupations (science, technology, engineering and math), so like Scorecard and PayScale results, its rankings are dominated by schools with narrow focuses on those high-paying areas.

Of the eight schools earning perfect scores of 100 in its rankings, five have technology-focused curriculums: California Institute of Technology; M.I.T.; Rose-Hulman Institute of Technology in Terre Haute, Ind.; SUNY-Maritime; and Clarkson University in Potsdam, N.Y. (Brookings draws its data from PayScale, LinkedIn and the Bureau of Labor Statistics.)

There is a dizzying array of information available to measure the value of a four-year education, and a wide range of rankings derived from that data are publicly available. Here are four prominent ones.

Jonathan Rothwell, a fellow at Brookings and an author of the study, said that many educators applauded this approach but it had drawn criticism from the liberal arts community, which says it unduly weights a narrow focus on high-paying STEM fields. Mr. Rothwell defended that approach, noting that a college’s curriculum and what field a student studies were “hugely relevant to graduate success.”

But he acknowledged that liberal arts programs and programs that train students for lower-paying fields were valuable to both individuals and society. “If your only goal is to make as much money as possible, you should study engineering, computer science, biology or business,” he said. “But most people are interested in more than just making money.”

So, for the benefit of those people, I asked Mr. Rothwell to do a ranking that deleted the curriculum component and identified the highest “value added” colleges regardless of major. I’m calling this the Brookings-Common Sense ranking. Here’s the top 10:

1. Colgate University

2. Carleton College

3. Washington and Lee University

4. Westmont College

5. Kenyon College

6. Wagner College

7. Marietta College

8. Manhattan College

9. St. Mary’s University

10. Pacific Lutheran University

Under this methodology, liberal arts schools like Colgate and Carleton shot up the rankings. No Ivy League schools made the top 20 on this list, suggesting that many of those students have an edge heading into college. The highest-ranked Ivy was Brown, at No. 45. And most of the engineering and technical schools, even M.I.T. and Caltech, stripped of their curricular weighting, plummeted. (I studied history and French at DePauw University, a liberal arts college, which ranked No. 19.)

The bottom line is that no ranking system or formula can really answer the question of what college a student should attend. Getting into a highly selective, top-ranked college may confer bragging rights, status and connections, but it doesn’t necessarily contribute to a good education or lifelong success, financial or otherwise.

The obsession with college rankings and graduates’ earnings “is just the most recent example of a larger phenomenon, which is that the gathering of numerical information acts as a kind of wish fulfillment,” Professor Muller said. “If you have enough metrics and benchmarks, somehow people believe that’s going to solve a major problem. It rarely does.”


Brody leading the way in changing medical school curriculums | WNCT

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Oct 012015


By Josh Birch
Published: September 30, 2015, 5:53 pm Updated: September 30, 2015, 6:15 pm

To view news video at WNCT, click here.

GREENVILLE, N.C. (WNCT) – The Brody School of Medicine is currently trying out different ways to change the curriculum taught in medical schools across the country. Brody was one of 11 medical schools chosen to do this, and the only one in the state.

Under the new curriculum, improving patient experience is just one of the things focused on. Five second year med students were chosen to participate in a pilot program as Leaders in Innovative Care (LINC) scholars.

Some of the things LINC scholars will focus on is improving care, keeping the patient in mind, and working together as a team.

“We’re getting the training that residents are getting in quality improvement and innovative thinking, leadership skills, about 4 or so years before they’re currently getting them,” said Elizabeth Ferruzzi, one of the LINC Scholars.

LINC Scholars and first year med students now get the opportunity to shadow patients at ECU Physician offices to get a better understanding of ways to improve patient experience. This can range from reducing wait times, to improving the care the patient receives.

Dr. Timothy Reeder, one of the faculty members overseeing the LINC Scholars, said another element is looking at the big picture of healthcare. He said different doctors need to work together to improve patient care from the beginning to the end.

“If we don’t tie everything together, and everybody has their own piece, we’re never going to change the outcomes and change the systems that we do,” Reeder said.

He said the new changes won’t only impact the students, but also the faculty, as they get a better look at what the healthcare field will look like.

“We have to have continuous learning to learn how to take care of the clinical problems, the chest pains, because the medicine always changes,” he said.

The new curriculum is expected to be fully implemented for medical students in 2017.


Young defensive players progressing | The Daily Reflector

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Oct 012015


By Nathan Summers
Wednesday, September 30, 2015

The raw data shows that East Carolina dominated Virginia Tech’s offense in almost every situation in last week’s win, possibly an indication of more great things to come for the winner.

More important for the Pirates (2-2, 0-1 American Athletic Conference) as they head to struggling SMU (1-3, 0-0) for a league clash on Saturday, things are beginning to feel right above and beyond the statistics.

As younger players fully adapt to new and bigger roles, the Pirates are finding a defensive groove minus their usual long day against Navy and an at-times sluggish effort on opening night against Towson.

“It took a little getting used to the starting role, getting more reps and trying to get my assignments down and trying to be as consistent as possible, but I’m happy with how I’ve done,” said sophomore outside linebacker Joe Allely, one of those young players making an immediate impact with 25 tackles in four starts on the weak side. “I definitely remember every play where I miss a tackle or miss a sack. You don’t forget that and that motivates me. I’m not where I want to be, but I think I’m headed in the right direction.”

Allely said he and the other starters like fellow sophomores Jordan Williams at inside linebacker and Travon Simmons at free safety have meshed well with the veteran starters.

Williams has made a smooth transition into the starting role at the buck position previously mastered by the unrelated Brandon Williams. Jordan Williams is tied with senior ILB Zeek Bigger for the team tackles lead with 34, and he has a team-best three tackles for loss and two sacks.

Simmons has also stepped in and made four starts, ringing up 16 tackles and making a pair of key pass deflections under the watch of third-year coordinator and secondary coach Rick Smith.

They have almost three years still ahead of them, but all three are showing some veteran savvy.

“I take pride in watching a lot of film, so when I get out there, I get comfortable and start reading the quarterback’s eyes and reading tendencies and route combinations,” the 5-foot-10, 185-pound Simmons said. “It just makes my job easier.”

Stat man

When they play defense like they did against the Hokies, the Pirates are making Smith’s job a lot easier too.

The coordinator said he is feeling good about his unit, which is getting a boost this week from the return of some players previously limited by injury. Smith said his only disappointments against Virginia Tech were the team’s inability to limit the Hokies to field goals instead of allowing touchdowns after the offense turned the ball over on its first two drives, and a poor performance in third-and-short situations.

After Wednesday’s workout, Smith had numbers to back his claims.

“I tell them that if we play 14 series and we can stop them 70 percent of the time, we’re going to have a good chance to win,” Smith said. “We played 13 series (against the Hokies) and we stopped them nine times. That’s 69 percent, so we were right on that goal.”

Smith also noted the defense stopped Tech on better than 80 percent of its attempts on third-and-seven or longer, but was not nearly as strong in intermediate and short-yardage situations.


Sizing up the Pirates | The Daily Reflector

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Oct 012015


By Tony Castleberry
Wednesday, September 30, 2015

East Carolina’s basketball team looks different this season, and it is not just because of the six newcomers on the roster.

The physical appearance of many of the returning Pirates, and the overall size of the squad, has changed after ECU’s first season in the American Athletic Conference. It needed to in order for East Carolina, which begins practice on Friday, to be competitive in the physical league that features several teams with dominant big men in the paint and strong guards on the perimeter.

Put simply, the Pirates grew up and out through work in the weight room, vigorous, contact-heavy summer workouts and recruiting.

“We’re a little bigger. I think that’s one thing you’ll notice about our team,” coach Jeff Lebo, who is entering his sixth season in charge at ECU, said on Wednesday. “We added some size and we’ve got some experienced guys back, but we’re real excited about some new faces.”

Ten players, including three starters, return from last season’s 14-19 team that lost starters Antonio Robinson, who graduated, and Terry Whisnant, who left to puruse a pro career.

Two of the three leading scorers from 2014-15 — junior Caleb White and sophomore B.J. Tyson — are back and after averaging a team-high 12.5 points per game off the bench as a freshman, Tyson will probably slide into the starting lineup alongside White, who averaged 12.2 ppg last season and has started 62 of the 67 games he has played for the Pirates.

“B.J. Tyson kind of took the league by storm last year,” Lebo said of the 6-foot-3 shooting guard from Wadesboro. “He is in great shape. We’ve got him ready for another breakout season, I think.”

Tyson’s classmate, 6-2 point guard Lance Tejada, has undergone perhaps the most visible offseason transformation, losing 10-to-15 pounds while adding muscle to his arms and upper body. He will likely battle junior college transfer Charles Foster (6-feet) and senior Prince Williams (6-5) for playing time at the point, and Tyson and highly-touted freshman Kentrell Barkley (6-5) are probably going to get the lion’s share of the shooting guard minutes. Barkley and White (6-7) could also share time at the shooting guard and small forward spots.

Lebo noted that JC transfer Clarence Williams (6-8) has impressed in the summer and should join fellow newcomer Deng Riak, a 6-10 freshman, in the battle for playing time at power forward behind returning starter Michel Nzege, a 6-8 junior. A frontcourt of Williams at the four and Nzege at the five with Foster, Tyson and White filling the one, two and three spots, respectively, is the most likely starting five right now, 44 days away from the Nov. 13 season opener against Grambling.

Lebo said the Pirates are deep and talented enough to have fights for playing time at every position heading into the season opener and maybe beyond. White agreed with that assessment, and credited a new approach to training and the ease of the newcomers’ transition to ECU with making for a competitive summer and, the Pirates hope, fall.

“Our whole approach as a team has gotten a lot better,” White said. “There is way more physicality, the tempo in between drills, we just go at it a lot harder. We all know it’s only making us better.”


UNC bill drops public disclosure of presidential finalists | The News & Observer

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Oct 012015


September 30, 2015
By Jane Stancill

Lawmakers approved term limits for UNC Board of Governors members Tuesday, but dropped a provision that would have required public disclosure of finalists for the UNC presidency.

The action occurred Tuesday night as the UNC presidential search committee met behind closed doors at SAS, the Cary software company. In recent days, the search for a successor to President Tom Ross has become bogged down by internal dissension on the board and complaints by legislators and faculty about a lack of transparency.

On Monday night, the House had passed an amendment from Rep. Grier Martin, a Raleigh Democrat, to require that identity of the three final candidates be made public 10 days before the board’s vote. The amendment also would have required the board to hold at least one meeting at which finalists were discussed publicly. It passed overwhelmingly Monday.

But 24 hours later, another amendment from Rep. Nelson Dollar, a Cary Republican, removed the public disclosure requirements. It also passed overwhelmingly.

“When you are in the process of hiring someone at this level, it’s just like – actually it’s more important – but it is very similar to when you’re hiring a top flight coach,” Dollar said. “Everybody knows that you don’t disclose all the names that you’re recruiting….Confidentiality is crucial, absolutely crucial, to the ability to recruit and thoroughly vet the level of candidates that we want for a number of positions, but particularly this position as president of the university system, which I think all of us feel very strongly about.”

By Tuesday, Martin agreed, citing the need for balance. “We need to be careful and still preserve the ability of the board to get the best candidates for the presidency of the university system,” he said. “At the same time, I do think it’s important that we do send a message to the board that transparency is important and that they need to do better in that regard….The message should be sent.”

The bill passed the House 107-4, and later cleared the Senate.

It will require the search committee to present three finalists to the full Board of Governors before a selection is made – preventing a situation in which only one finalist is brought forward. That procedure is not required, however, if the board decides to appoint an interim president, according to the bill’s language.

Ross, 65, is scheduled to step down in January, a year after the board took action to push him out as leader of the 17-campus state university system.

The bill had started out in the spring as term-limit legislation. It limits board members to three four-year terms, but current members are allowed to serve out their terms.


Op-Ed: Outrageous move to foster runaway salaries for UNC administrators | The News & Observer

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Oct 012015


October 1, 2015
By Michael C. Behrent and John Steen

Another steep cut in state education budgets? These days, little could surprise North Carolinians less. However, something unexpected recently happened: The UNC Board of Governors – whose 32 members were all appointed by the Republican legislature – contemplated a rare spending spree: They voted to allow generous pay raises for top university administrators.

The UNC president and chancellors could increase the compensation ranges for “vice presidents, vice chancellors, deans and other administrators.” Using a new model recommended to the Board of Governors by a consulting firm, the pay range for a vice president for research and graduate education, for instance, would be between $242,829 and $388,526.

If your gut tells you this sounds excessive, you’re right. It is.

In this era of relentless state disinvestment from public education, such administrative pay raises will inevitably be financed by North Carolinians’ tuition dollars. Moreover, pay hikes for administrators exacerbate one of the most outrageous and unnecessary trends in contemporary higher education.

A decision to boost the salaries of those who are already among the UNC system’s best-paid employees would come as the state is funding public universities less and asking North Carolinian families to pay more. A report released in May by the Center on Budget Policy and Priorities shows that between 2008 and 2015, per-student funding for higher education in North Carolina declined 23.4 percent. According to the same report, tuition at North Carolina’s public universities shot up over the same period by 35.8 percent.

Meanwhile, faculty salaries over the past seven years have remained stagnant, rising a paltry estimated 2.5 percent. At the same time, UNC institutions, like universities across the country, are increasingly confining teaching to contingent faculty, who are paid a fraction of what tenure-track colleagues earn. A recent report at Appalachian State University showed the number of student credit hours generated by contingent faculty has risen from 35 percent in 2006 to 43 percent.

An alarming trend

While the state is busy slashing university funding and passing the costs on to North Carolinians, it wants to pad the salaries of high-flying administrators. This hardly seems like a good faith effort to comply with North Carolina’s constitutional stipulation that “the benefits of The University of North Carolina and other public institutions of higher education … be extended to the people of the State free of expense.”

In approving this administrative pay raise, the Board of Governors is slavishly following an alarming national trend. According to a study of federal figures by the New England Center for Investigative Reporting, the number of non-academic administrative positions at American universities has more than doubled in the last 25 years. True, some of these jobs are needed to ensure compliance with federal regulations. But overall, administrative growth is the result of the corporatization of higher education, which requires managers who can lure student “consumers,” “market” their “brand,” license intellectual property and raise money. Administrative bloat is part and parcel of the gradual eclipse of the public university as an institution serving the common good.

Runaway salaries for top university administrators and presidents are as problematic as lavish compensation for CEOs. The issue is not simply, as defenders will contend, that the “market” dictates such largesse. Rather, the problem is that the administrators who occupy the commanding heights of our universities engage in what economist Thomas Piketty calls “rent-seeking”: They use their positions of authority and wealth to enhance their authority and wealth.

It is far from clear that their priorities, steeped in the worst vices of the market mentality, will address the needs of ordinary Americans who seek what public universities have traditionally promised: meaningful employment, a sense of democratic citizenship and a rich intellectual life.

UNC students and their families need to make it clear that the Board of Governors’ priorities are not their own.


Colleges Don’t Need to Pay Athletes Beyond Attendance Costs | The Wall Street Journal

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Oct 012015


By Sharon Terlep
Updated Sept. 30, 2015 6:41 p.m. ET

A federal appeals court on Wednesday ruled that the NCAA can keep a ban on compensating athletes beyond the cost of attending school, in effect nullifying last year’s landmark decision that such rules violate antitrust law.

The decision, by a three-judge panel of the Ninth Circuit Court of Appeals, came despite the trio’s assertion that the National Collegiate Athletic Association is “not above antitrust laws” and that its rules “have been more restrictive than necessary to maintain its tradition of amateurism in support of the college sports market.”

Instead of paying players a share of the billions schools receive in licensing revenue for big-budget football and men’s basketball programs, the panel ruled that it is sufficient for schools to compensate athletes for the cost of attending school.

Until this year, the NCAA prevented schools from doing even that, banning pay for anything beyond scholarships for tuition, books room and board. But in July, the NCAA’s five richest conferences voted to allow their 65 schools to offer players scholarships that cover the so-called full cost of attendance, which could amount to a few thousand dollars a year more.

NCAA President Mark Emmert, in a statement, said the association agrees with the decision that athletes aren’t entitled to compensation from licensing but that pay for the full cost of attendance “should be mandated by the courts.”

William Isaacson, a lawyer for the plaintiffs, said the ruling’s main impact could be felt in future court cases. There are a number of legal challenges to the NCAA’s amateurism rules.

“We were concerned they would overturn the whole thing,” he said. “They are saying there is no immunity for the NCAA based on amateurism rhetoric. Now courts can hear antitrust cases against the NCAA and make decisions based on the evidence.”

The case was brought by Ed O’Bannon, a former basketball star for the University of California, Los Angeles, who filed suit in 2009. He saw what he believed was a likeness of himself in an NCAA-branded videogame and claimed it was unfair for the group to license his image or sell broadcast rights to games he played in while barring him from receiving any proceeds. Two dozen other athletes joined the suit.

Under last year’s ruling by federal Judge Claudia Wilken, college athletes would be able to earn money through trust funds created from licensing revenue, and the NCAA could cap that amount at no less than $5,000 for each year an athlete is eligible to play. The ruling still defines college athletes as amateurs.

The NCAA appealed that ruling.

The NCAA for decades has insisted that paying college players beyond a scholarship would be the downfall of amateur sports. Opponents argue the players are essentially employees and are entitled to part of the growing piles of cash they help generate.

While universities with the richest athletic programs largely agree schools shouldn’t have unrestrained ability to pay players, the universities have fought to be able to bestow more benefits.


Grade Point: How to prevent campus sexual assaults? Ask students. | The Washington Post

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Oct 012015


By Susan Svrluga
September 30 at 4:23 PM

In the midst of the debate about campus sexual assault — how often it happens, and how to stop it —one former college president says other administrators have been missing a key point: The students’ perspective.

Karen Gross, who used to be president of Southern Vermont College and a policy adviser in the U.S. Department of Education, says administrators have failed their students by not listening on this issue.

By Karen Gross

There has been a plethora of recent articles on the prevalence of sexual assaults on America’s college campuses, and questions about whether recent studies provide accurate measures of the quantum of sexual assaults. Whatever the number and whether it is higher or lower than in past decades, unwanted non-consensual sexual contact is surely an issue that must be addressed – whether it involves 2 percent or 25 percent of all students.

But how we are addressing this problem has profound limitations and is not geared to long-term success. We are focused on what the institutions themselves can do to address these unacceptable, and in many cases illegal, actions by messaging from the top down. University leaders have brought in well-known speakers to share their wisdom with students, creating quite the secondary industry in the process.

We have focused on bystander training, encouraging non-victimized students to step up and intervene in perilous situations, an approach vigorously supported by the White House and the NCAA.

We have developed and implemented training programs for female freshmen that involve resistance and self-defense strategies.

Many of those approaches are reactive in nature; they focus on what to do once the problem has occurred. That is very different from rooting out the problem in the first instance. Our approaches almost assume the persistence of the problem and then provide interventions or protection strategies.

Importantly, there are approaches that focus on changing campus culture. But these messages are often driven from the top administrators or from outsiders who come onto campus in one-off events.

Some presidents have called for task forces. Not to be cynical, but those certainly push the issue down the road.

Don’t get me wrong; there is no single solution to addressing sexual assault on campuses and the approaches identified above should not be abandoned. But they are not enough – not nearly enough. They approach the problems from a misguided perch. Here’s why.

We are not listening to and empowering our students to address these assault issues and develop the type of campus culture in which they think they can and will thrive socially, psychologically and academically. We offer things to students rather than getting things from students.

Is there a reason we are not asking students for possible solutions to these issues? What makes administrators think we have some better insight into stopping student sexual assault?

If these bad acts matter to students, they are fully capable of thinking through how to address them. If students are given the power and authority to make some suggestions and then an opportunity to test them out, we might see change – for real.

First, convene students and ask: If you wanted to stop the sexual assault on your campus, what would you do?

Then we need to listen.

We are trying to teach our students to problem-solve. So here’s an opportunity for us to say to them: We have a problem; help us solve it; we trust your judgment.

Another way to leverage student voices: Begin a positive-social-norming campaign centered on sexual assault. Such campaigns have had notable success in the context of drug and alcohol abuse. But these efforts have also been tried and have worked with prevention of sexual violence. They do cost money for the design of the campaign and production but it seems to me this is better than dollars spent on expert speakers who don’t know one’s campus and its culture.

Such campaigns are student-driven, gathering their views on a topic of concern. The premise of this approach is that student perceptions may be different from the reality — and that peers listen to, and are influenced by, their peers. Changing attitudes can happen quickly, and stick.

In a positive-norming campaign related to sexual assault, you are seeking questions that demonstrate to students that the vast majority of students find such conduct unacceptable despite perceived acceptability and prevalence on campus.

Student could be asked questions such as: Would your fellow college students say that they would be willing to have a sexual experience with a student who was totally drunk or high on drugs? Would your fellow college students say they would enjoy having a sexual experience with a student who is totally drunk or high on drugs?

Then they would be asked to consider what their friends would say about those situations, and finally themselves: Would you be willing to have sex with someone who is totally drunk or high on drugs? Would you enjoy having sex with someone who is totally drunk or high on drugs? Would you prefer having a sexual experience with a student who cares about you and whom you plan to see again?

If the perception is different than the reality, then a student-designed campaign could be launched to change both attitudes and behaviors. For example, there could be a poster that stated boldly: 82 percent of students don’t want to date someone who thinks unwanted sexual contact is acceptable.

This is how campus culture can change.

Why do we need change? Some recent examples: At one school, men numerically ranked first-year students based on whether they would be good candidates for sexual encounters. At other campuses, when new students arrived this fall, fraternities had signs saying the equivalent of “drop your daughters off here.” This behavior is not new.

Now here’s the point. If we want to change campus culture in a way that is enduring, ask students for help. Let them have a stake in what the future will look like. Experience tells me we would be pleasantly surprised by the outcomes.

And given the present situation, we have not much to lose.


Analyst: Terror attacks decline | The Daily Reflector

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Sep 302015


By Holly West
September 30, 2015

Most people think of terrorists as a threat from Middle Eastern citizens, but since 9/11, the threat increasingly has been coming from within.

Every terrorist attack on American soil since September 2001 has been perpetrated by American citizens, CNN national security analyst Peter Bergen told ECU students, professors and community members at a lecture Tuesday night.

His visit was part of the Thomas Harriot College of Arts and Sciences’ Voyages of Discovery Lecture Series, a four-part program about exploration and discovery.

Bergen, who also serves as director of the national security studies program at the New America Foundation in Washington D.C., spoke Tuesday about the terrorist group ISIS and the rise of domestic terrorism.

Overall, he said, terrorism in the United States has declined dramatically since 9/11.

“You’re 10, 15 times more likely to be killed by an enraged dog than an enraged terrorist,” he said. “We’ve largely dealt with the problem.”

According to the Centers for Disease Control and Prevention, an average of 20 to 30 people die from dog attacks each year. Since 2001, a total of 30 people have been killed by jihadists in the United States.

Bergen said the decreased threat is due in large part to increased public awareness, in addition to amped up security measures put in place by the government. Several large-scale terrorists attacks such as the so-called “underwear bomber” incident, in which a Nigerian man boarded a Michigan-bound plane with a bomb in his pants, have been prevented by ordinary people.

“They said, ‘There’s smoke coming out of his pants. That’s not normal.’ and he was able to be disarmed,” Bergen said.

However, he said terrorism still exists, and jihadist groups like ISIS are increasingly working to recruit young Americans through social media.

Bergen said the reasons why this is attractive to some people is hard to tell, though common themes include feelings of inadequacy or religious fervor.

“The people engaging in these acts might not fully understand it either,” he said. “The why is very particular and often inexplicable.”

Edgecombe County teacher Jonathan Morrison, who attended Bergen’s lecture, said he was not surprised to learn about the rise of domestic terrorism, but he does not hear much about it.

“I think that’s an underlying theme that people are afraid to think about and talk about,” he said.

ECU freshman Tia-Alanna Joyner said she enjoyed Bergen’s in-depth explanation of how ISIS is operating in the Middle East.

“I’m somewhat knowledgeable about what has happened with the different factions,” she said. “He clarified certain parts I did have questions about.”

The confusion surrounding ISIS and Middle Eastern conflicts is why Bergen was chosen to give a Voyages of Discovery lecture, Jeffrey Johnson, the series’ director, said.

“He is so timely, ISIS was acting up late last spring when we were making decisions,” Johnson said. “This discussion brought a lot of clarity.”

Johnson said many people are uninformed about what is really going on.

“Fear sells, unfortunately,” he said. “There’s a lot of fear mongering going on in the media.”


Op-Ed: Why on Earth the Mars discovery matters — The News & Observer

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Sep 302015


Published: Sept. 30, 2015


Pirates rule the pool | The Daily Reflector

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Sep 302015


By Tony Castleberry
September 30, 2015

Entering his 34th season at East Carolina, swimming and diving coach Rick Kobe seems as motivated as ever to continue the Pirates’ winning ways.

It is a tradition of success few other ECU teams can even approach.

Kobe has coached nine conference championship squads, including the first American Athletic Conference title-winning team in East Carolina history last season when the men won. That led to Kobe claiming his eighth league coach of the year honor.

His 512 men’s and women’s dual meet victories rank fifth all-time on the NCAA Division I list, but Kobe has never dwelled on achievements for too long, and he is not changing that mentality this season.

“The guys won the championship last year, so there is always that added pressure, or honor, of trying to repeat,” Kobe said in an interview at his Minges Natatorium office. “We were the first athletic team on campus to win in the new conference, and we’d like to be the first one to win back-to-back.”

The chance for a repeat will come at the second AAC championships in Houston on Feb. 17, but the Pirates, who held their annual Purple-Gold meet on Sept. 19, officially kick off the season at the North Carolina Collegiate meet in Greensboro on Friday.

For the men to contend for consecutive league championships, they will have to find a way to replace several key performers who exhausted their eligibility last season. Kobe said swimmers who accounted for 226 points last season are gone, but the veteran coach is optimistic about his mix of returning talent, transfers and freshmen.

A couple of international swimmers who might join the squad for the spring semester also could help come conference tourney time.

“Typically, our international kids are our best kids,” said Kobe, who credited head assistant coach Kate Moore with establishing a productive recruiting connection between Europe and ECU. “You would like to get a real pipeline to two or three of the top programs (in Europe). … North Carolina has, I think, 18 or 19 college swim programs. Everyone is recruiting the in-state talent.

“Recruiting is the hardest thing we do. We feel pretty comfortable that we’ve brought in some solid guys that will have a shot. I’m not sure we would be favored at this point, but we’ll have a shot and that’s really all you can ask for each year.”

Among the new additions to the Pirates roster are a pair of local products — former J.H. Rose teammates Kelly Barnhill and Trey Pofahl.

Fran Krznaric, a junior from Croatia, earned all-conference honors in six events last season and swam a leg on the 400- and 800-yard freestyle relay teams that took first in the AAC meet. Michael Dugan scored 46 points in the conference championships as a junior last season, was all-conference in two events and was part of the title-winning 200 and 800 freestyle relay teams.

The leader on the women’s side is Megan Sellers, a senior from Aurora, Ill. Sellers qualified for the NCAA meet in the 100 and 200 breaststroke events, set the ECU and Minges records in the 100 breaststroke and earned seven first-place finishes in seven dual meets last season.

Injuries plagued the women’s team at its first AAC meet — “probably the most injured team I’ve ever had in my life,” Kobe said — but the coach is hopeful the returning Pirates can stay healthy and work with the newcomers to challenge league favorite Southern Methodist.

Although he has been leading East Carolina for more than three decades, Kobe said his passion for coaching has not diminished, mainly because he will not let it.

“If you start taking a vacation on some things, a program that’s been on the top for 34 years can slowly slide down,” said Kobe, whose first ECU men’s team had a losing season in 1982, but hasn’t had one since and only one women’s team — the ’91-92 club — has had a sub-.500 record under his watch. “We’ve never really had a slide.”


Open the UNC president search — The News & Observer

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Sep 302015


Published: Sept. 30, 2015


Open the UNC president search


Freshman residency rules sometimes force students to pay prohibitive costs — The Washington Post

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Sep 302015


Published: Sept. 30, 2015

Freshman residency rules sometimes force students to pay prohibitive costs

Housing and meal plans at many colleges and universities now cost more than tuition, and the dozens of colleges that require students to live in a campus dorm and eat in dining halls for at least a year are adding a sometimes-prohibitive cost for those who struggle to pay for higher education.

At least 87 U.S. colleges and universities make first-year students attending college full time live on campus, according to the U.S. Department of Education. A vast majority are private schools such as Georgetown University in the District or Washington and Lee University in Virginia. But a number are state schools, including the University of Illinois at Urbana-Champaign and Missouri University of Science and Technology.

Some colleges argue that living on campus is critical for students, especially freshmen, because it allows them to fully participate in all of a school’s activities, social networks and academic support while fully immersing the student in the school’s culture. But as more students graduate from college carrying significant debt, some say the high cost of living on campus could be putting an additional burden on the students who can least afford it.

Room and board at private four-year universities costs an average of $9,678, an expense that has gone up 47 percent in the past decade, according to the College Board. At public four-year colleges, the average price is $9,130 and has increased 58 percent in the past 10 years. In a nine-month academic year, that works out to $1,014.44 a month for what is in many cases a shared room and communal dining, well above the median asking rent of $803 a month recorded by the Census Bureau.

The policies have led some students to fight back. New York University freshman Nia Mirza is asking her school for an exemption from its housing requirement; Mirza drew public attention in March when she petitioned the school to lower her $71,000 cost of attendance, claiming the price went up after she committed to early admission.

Though her cost-cutting bid was unsuccessful, Mirza, a 19-year-old from Pakistan, enrolled at the school’s District campus in a study-abroad program. That way, she could stay with her uncle in Leesburg, Va., and save her parents at least $11,486 in housing costs. NYU initially granted her request, but the school reversed the decision after Mirza said she would be moving in with a cousin in Arlington to be closer to campus, according to a series of e-mails reviewed by The Washington Post.

“My [financial] need was not met, and my pleas for an increase in scholarship money were turned down. So I came on a limited budget, which would be exceeded if I stay in NYU housing,” Mirza said. “The [DC] campus doesn’t even offer on-campus employment, the only option for international students to earn money in first year.”

Officials at NYU said federal law prevents them from discussing individual students. But spokesman John Beckman said that, generally speaking, “if an administrator had incorrectly told a student that living in NYU housing was not mandatory . . . we might try to honor our mistake by granting an exemption.”

But, he said, “if the student’s living circumstance changed, the exemption would no longer be valid, and the student would be expected to live in NYU housing, as is clearly required.”

Beckman said the residential aspect of college is vitally important, especially for new students.

“Academic life doesn’t end at the classroom exit. The full range of student participation is an important part of the college experience,” he said. “This is even truer and more important in the case of freshmen. They are transitioning to college, and we want them to participate in the full first-year program.”

Lauren Schudde, an assistant professor at the University of Texas at Austin, said students who live on campus have more opportunities for social support, resources and integration into the college community that give them an advantage over students living off campus. Her research found that living in dorms increases student retention.

“Colleges have thought that keeping students on campus will keep them engaged,” she said. But “the policy seems outdated, because the cost has gone up so much.”

Room and board at the nation’s colleges has risen faster than the rate of inflation as schools offset the cost of renovating or replacing old housing stock, according to the Association of College and University Housing Officers.

Housing and food tends to be much higher at schools in big cities such as New York or Washington, where real estate is expensive. Yet in some of those cities, it is still cheaper to live on campus than to rent a private apartment, according to a recent study by real estate Web site Trulia.

The study found that a Columbia University student could expect to pay more than $17,000 for nine months in a shared two-bedroom apartment in Harlem, but it would cost about half as much to stay on campus. Living on Stanford University’s campus in Palo Alto, Calif. — at a cost of about $9,000 — would be cheaper than renting, which could cost more than $16,000 per student for nine months.

But at 15 of the 20 schools Trulia examined, sharing a two-bedroom off-campus apartment was cheaper than living in the dorms. At the University of Texas in Austin, living on campus runs about $11,456, while renting shared two-bedroom costs $7,200 for nine months. Student housing at the University of Washington in Seattle costs $11,310, compared with $8,528 a person in a two-bedroom share.

Joseph Luther, 22, discovered he could save money on food and housing when he moved out of the dorms at Georgetown this summer. Even though the school is located in a swanky part of the District, where rents easily top the $14,024 Georgetown charges for room and board, Luther found a cheaper option.

He and four other students are renting a four-bedroom group house in nearby Burleith, which he says is about a 10-minute walk to campus. Paying $1,200 a month and cooking his own meals is saving the college senior a few hundred dollars each month.

“I have three or four times the space I would have had at Georgetown,” said Luther, of Chicago, who is studying government and psychology. “For the value, I enjoy where I live now.”

As of this semester, Georgetown requires all full-time undergraduates to live on campus through their junior year. The change was met with resistance from students who felt the school was limiting them, said Luther, who is the president of the Georgetown University Student Association.

Officials at Georgetown say the policy, which can be waived for older, married or local students, is a guarantee that the school will provide at least three years of housing. Georgetown guarantees housing for all four years for low-income students.

“There had been a request to lessen the anxiety of finding off-campus housing and the finances associated with that burden,” Georgetown spokeswoman Rachel Pugh said. “If a student has family within a commutable range, they can request an exemption.”

Some students say extending the residency requirement locks them into an expensive situation, without the option of seeking out cheaper — or better — alternatives.

“For all the talk of students being consumers, I don’t see evidence of that with these policies,” said Frank Vernon, a fellow at the Wisconsin Center for Educational Research. “Policy is a really good way of shuttling students into certain economic decisions that don’t have the kind of agency we would think someone who is a consumer might have.”

Schudde, of the University of Texas, worries that if schools were to abandon freshman residency requirements, students from lower-income families, who are most likely to opt out of campus housing, could suffer.

“Students with financial constraints might end up having fewer engagement opportunities and being less connected to their institution than their peers who can afford to live on campus,” she said.

In the case of NYU, Beckman said the school is “trying to be mindful of cost,” but it has to “walk a fine line between giving students independence and making sure they are safe.” Not too many parents, he said, would be comfortable with their 18-year-old living on their own in the Big Apple.

As for Mirza, Beckman said, “In any case where a student comes to us with a significant need, we are always prepared to talk to them and come up with a solution that reflects their financial need while still honoring our academic judgement about how our program should be structured.” Mirza said the school is now offering her more financial aid to help cover the costs of staying on campus.

Since her program in the District is for only a year, Mirza can find her own place to live once she heads to New York for sophomore year.

“If I work on campus or find a paid internship, I’m sure I can find cheaper options in New York,” she said. “NYU is my dream school, and I will make it work.”


Christensen: UNC’s reputation seems in jeopardy — The News & Observer

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Sep 302015


Published: Sept. 30, 2015


Christensen: UNC’s reputation seems in jeopardy


Colleges Vow to Simplify Application Process | The New York Times

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Sep 302015


SEPT. 28, 2015

Seeking to make college application easier for disadvantaged students, a coalition of selective colleges and universities said Monday that it would design a simplified application and an online program for college planning throughout high school. The coalition of more than 80 public and private schools includes many of the most prestigious in the country. The online tools, which will be unveiled next year, would give students a place to store schoolwork, get advice, and collect information on colleges and financial aid and link it to the new application. If it is adopted by high schools and community groups, coalition members say, it could partly make up for the fact that many low-income students receive little guidance on getting into college. The simplified application would be an alternative to others now in use, like the Common Application, but would not replace them.


Is college worth the cost? Many recent graduates don’t think so. | The Washington Post

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Sep 302015


By Jeffrey J. Selingo
September 30 at 6:00 AM

In the coming weeks, tens of thousands of young adults who graduated from college last spring will get their first payment notice for their student loans. As they look at the bill — with an average monthly payment closing in on $400 and with a decade of payments ahead of them — they inevitably will ask the question: “Was my degree worth it?”

If the results of a national survey released on Tuesday are any indication, many of them will question their investment. Just 38 percent of students who have graduated college in the past decade strongly agree that their higher education was worth the cost, according to results of 30,000 alumni polled by Gallup-Purdue Index.

Among those with debt, the perception of their degree’s value was even lower. Just one in three strongly agreed that their education was worth the cost.

That’s not surprising. For many of those with newly minted bachelor’s degrees, the job market is still not what it was for their counterparts a decade ago. The unemployment rate for recent college graduates has remained stuck around 9 percent. And nearly half of college graduates in their 20s are underemployed, meaning the jobs they have don’t require a bachelor’s degree.

This question about whether a bachelor’s degree is worth it tends to emerge as an issue during tough economic times. In 1976, Newsweek magazine ran a cover story asking “Who Needs College?” with a picture of two college graduates in their caps and gowns on a construction site with a jackhammer and a shovel, suggesting that as much as “27 percent of the nation’s work force may now be made up of people who are ‘overeducated’ for the jobs they hold.”

At the time, fewer than half of high-school graduates in the U.S. went on to college the following fall. Today, nearly 66 percent go right to college. No wonder why the subject of higher education — how to get into college or how to pay for it — causes so much anxiety among parents and students: it’s because the bachelor’s degree is seen as the only entry ticket for basically any good job, what the high-school diploma was 40 years ago.

Since the early 1980s, when the recession essentially killed off the manufacturing sector in the U.S. as a place for widespread employment of high-school graduates, the wage premium for a college degree — how much more the typical bachelor’s degree recipient earns compared to a high-school graduate — has turned into a runaway train. In 1983, the wage premium was 42 percent. Today, it is more than 80 percent.

But in recent years that premium has been rising largely as a result of the declining economic value of the high school diploma. The average wage of workers with a bachelor’s degree has declined 10 percent in the first part of this century, according to the Federal Reserve Bank of New York.

“Having a B.A. is less about obtaining access to high-paying managerial and technology jobs and more about beating out less-educated workers for the barista and clerical job,” according to a widely cited study in 2014 that found demand for college-educated knowledge workers has slowed as the tech revolution has matured. In other words, there is plenty of truth in the stereotype of the struggling college graduate working at Starbucks or as a waiter.

An analysis of the new federal government’s College Scorecard by Vox’s Libby Nelson found that the majority of students who received financial aid at 15 percent of American four-year colleges ended up earning less than $25,000 a year a decade after they enrolled.

While the question about whether a college degree is worth it is not new, what is different now compared to the 1970s is the level of debt that many students must take on to finance their education. As a result, students and their families are increasingly trying to measure the return on their investment by weighing the payoff of degrees from different colleges and certain majors.

Peter Cappelli, a professor at the University of Pennsylvania’s Wharton School, lays out a guide for families in making this so-called ROI calculation in his new book, Will College Pay Off?: A Guide to the Most Important Financial Decision You’ll Ever Make. In the book, Cappelli is dismissive of picking a vocational major based on the hot jobs of today because they might not even exist by the time students graduate. It’s those types of narrowly tailored majors, such as social media or sports management, that are popular but often land students in the unemployment line or working odd jobs that don’t require a college degree.

“The big news about the payoff from college should be the incredible variation in it across colleges,” Cappelli writes. “Looking at the actual return on the costs of attending college, careful analyses suggest that the payoff from many college programs — as much as one in four — is actually negative. Incredibly, the schools seem to add nothing to the market value of the students.”

Given the widening gap in the unemployment rate and wages of those without a college degree and those who have one, perhaps the greatest value of a college degree right now for new graduates is that it remains the screening device for basically any job.

That’s true for even those jobs those that in the past didn’t require a degree. A report by Burning Glass, a company that analyzes the data contained in job ads, found that 65 percent of postings for executive secretaries and executive assistants now call for a bachelor’s degree, when only 19 percent of those currently employed in these roles have such a degree.

For employers, the college degree seems to signal that applicants had the discipline to finish what they started. Only a little more than half of those students who launch down the path toward a bachelor’s degree end up earning one.

The “college-for-all” movement has flooded institutions with students who decades ago would have landed in solid middle-class jobs without a degree. The answer to the simple question of whether a college degree is worth it is certainly more nuanced today than it was in the 1980s. It’s no longer the guarantee to a good life it once was: plenty of students are following the advice of their parents and counselors, getting a degree, and still failing to successfully launch into the job market of this new economy.


McNeill lauds comeback | The Daily Reflector

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Sep 292015


By Nathan Summers
Tuesday, September 29, 2015

Ruffin McNeill contended that some games are decided before they are actually played, hinting that was the case in last Saturday’s 35-28 triumph over Virginia Tech.

But the East Carolina head football coach did not likely mean it in the same seemingly divisive tone that Hokies head coach Frank Beamer used when shrugging off a second consecutive loss to the Pirates as “an exhibition.”

What McNeill meant is that there is no trumping preparation, and that he was certain before the game against VT that his team was as ready as it could have been.

“A lot of these games are decided before kickoff, in practice,” said McNeill, who won his fifth straight game against an Atlantic Coast Conference team. “The kids prepared well and the staff did a great job of preparation and of having adjustments ready to go.”

McNeill lauded the ECU fans for braving the rain for 60 minutes and for helping to will the 2-2 Pirates to a much-needed win on the back of two straight road losses.

As the Pirates (0-1 American Athletic Conference) travel to Dallas this week to resume league play against slumping SMU (1-3, 0-0 AAC), McNeill said his team has been reminded just how slim the margin of error is, especially against a team the caliber of Virginia Tech.

“I was proud of our players because we really held our composure and really stayed dedicated to the task, the game plan that we put in,” McNeill said of the comeback from an early 14-0 deficit by the Pirates. “Anytime you fall behind a good team like that, that’s what it’s going to take.”

Summers shuffle

Junior quarterback Blake Kemp remains atop the ECU depth chart for the team’s trip to take on the Mustangs, though McNeill again acknowledged junior James Summers would get his share of the action this week too.

Last week, Summers took the field to start the second quarter after Kemp had guided ECU to two touchdowns to tie the game. Summers took the Pirates the rest of the way with a masterful performance that included 169 rush yards and three total touchdowns.

“I look at it as a great opportunity for our team,” McNeill said of his team’s unexpected dual-QB attack. “You have two really talented guys that play the position and do it a little bit differently. They make each other better with their abilities. We’ll continue to use (both).”


After missing three games with a shoulder injury he suffered on opening night, senior right tackle Dontae Levingston is hopeful for a return at SMU, though he remains listed as questionable this week along with sophomore defensive end Mike Myers (hip).

Out for this week’s 4 p.m. EDT kickoff are junior outside receiver DaQuan Barnes (hip), senior outside linebacker Jeton Beavers (knee), junior ILB Devaris Brunson (knee), sophomore running back Marquez Grayson (foot) and senior offensive lineman C.J. Struyk (knee).


Finalists for UNC president could be made public | The News & Observer

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Sep 292015


September 28, 2015
By Jane Stancill and Taylor Knopf

The UNC presidential search committee will meet Tuesday night to continue its work, but suddenly the whole process has changed.

A bill on UNC Board of Governors term limits was amended on Monday night to include a provision that would require that finalists’ names be made public in the search for a president to succeed Tom Ross, who is stepping down next year.

In the past, UNC searches have been kept highly confidential until the day a president is elected – despite criticism from students, faculty and others who have called for greater transparency.

Faculty leaders had asked to meet with finalists recently and John Fennebresque, chairman of the board, said that proposal was going “nowhere.”

The bill would limit board members to three four-year terms. The House voted 103-5 for the amended bill and will likely take up the final vote Tuesday before the revisions will go back to the Senate for a concurrence vote.

The Board of Governors term limits come at a tense time for the board and the 17-campus public university system. A search committee is looking for a successor to Ross, who was asked to resign by the board in January.

The search process has become bogged down by internal dissension, and some legislators have expressed concerns about transparency and about board leadership.

To increase transparency in the president selection process, Rep. Grier Martin, a Wake County Democrat, ran a successful amendment Monday night requiring the identity and resumes of at least three finalists be made public on the UNC website 10 business days before the board makes its selection.

The amendment also would require the board to hold at least one public meeting to discuss the three finalists.

Rep. Paul Stam, an Apex Republican, ran a separate amendment to ensure that the current board members would be able to finish serving the term to which they were elected.

The sponsor of the term limit bill, Sen. Tom Apodaca, said Monday there are many people who want to join the UNC board.

“We would love to allow other folks to serve on the Board of Governors,” said Apodaca, a Hendersonville Republican. “We think 12 years is plenty.”

Members who have served several terms include Board Chairman John Fennebresque, Frank Grainger, Craig Souza and Hannah Gage. Gage, a former chair, is a non-voting emerita member.

Stam voted against the bill in committee earlier Monday, saying experience is important on the board because UNC is so complicated. He asked Apodaca: “I’m just wondering why not just not elect people that you don’t want to serve four terms. What is the reason?”

Apodaca responded that that’s easier said than done. “Some people feel pressured to vote for certain Board of Governors members because they may have been very politically active,” he said. “It’s hard to say no.”

Board of Governors members are often big donors to lawmakers. According to campaign finance reports since 2010, Fennebresque has donated more than $216,000 to political campaigns; Grainger gave more than $36,000.


Duke, NCSU, UNC join in new college admissions effort | The News & Observer

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Sep 292015


September 28, 2015

By Jane Stancill

The Triangle’s three major universities have joined a national coalition aimed at streamlining the admissions process for high school students.

Duke University, N.C. State University and UNC-Chapel Hill announced Monday that they are part of the Coalition for Access, Affordability and Success, a group of more than 80 public and private universities.

A new admissions website will include free online tools for students, including an electronic application and a digital portfolio for students’ high school work. There will also be a platform for students to share their information among guidance counselors, teachers and others. The online tools will be available in January; the application will be released next summer.

The idea is to give support to high school students who don’t have much time with college counselors and can’t afford private coaches. By giving students collaborative tools, the effort aims to get high school students planning for college applications much earlier – even in ninth grade.

“The opportunity for students to develop a portfolio over several years can particularly help students who normally wouldn’t think about college until the fall of their senior year,” Christoph Guttentag, Duke’s dean of undergraduate admissions, said in the university’s announcement.

The coalition members must have graduation rates exceeding 70 percent and commitments on affordability. Research has found that students from disadvantaged backgrounds struggle with applications for admission and financial aid.

Later this year, the coalition will reveal details about its new college planning and application tools.


On the Front Line of Campus Sexual Misconduct | The New York Times

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Sep 292015


SEPT. 26, 2015

ANN ARBOR, Mich. — Sarah Daniels stood at the front of an auditorium on the University of Michigan campus and looked out at the 120 or so students before her on an unseasonably cool day in late August.

The first day of classes was about two weeks away. But for many of these students, their education had already begun.

“We want people to have sex with people they want to have sex with,” Ms. Daniels told the students in their maize-and-blue T-shirts, Birkenstocks and backward baseball caps. “You are the front lines. You can be a role model, step in and say, ‘It’s not O.K.,’ or, ‘Be safe!’ ”

The room erupted in appreciative finger snapping (the new clapping).

The students, a near-even split of men and women and nearly a third of the university’s 400 student resident hall advisers, had come to hear Ms. Daniels, the assistant dean of students, give a talk entitled “Sexual Misconduct and Bystander Intervention: What It Is and What to Do About It.” It was one of three speeches she would give that day.

In the audience for one of those sessions was Sarah Hong, a senior. Ms. Hong, 20, who grew up in Seoul and Vancouver, British Columbia, is majoring in biopsychology, cognition and neuroscience, with a minor in community action and social change. She is an R.A. in Oxford Housing and has been charged with overseeing 26 mostly first-year students. She is also a member of student organizations that address campus leadership and sexual misconduct.

During her freshman year, Ms. Hong said, a friend told her that she had been sexually assaulted, and counseling the friend was formative. “It was a devastating experience, even for me,” she said. Other people “in the community,” Ms. Hong said, were not taking her friend’s situation seriously. “I was confused by that. No one seemed to care and I didn’t know what resources to direct her to. I didn’t know how to deal with something so serious.”

As a sophomore she decided to become a volunteer for Sapac, short for the university’s Sexual Assault Prevention and Awareness Center, committing to a 40-hour training program that prepared her for the role as a confidential student counselor. As an R.A., her obligations are different. If someone discloses information about a possible violation of the school’s sexual misconduct policy, she must report it to a resident hall supervisor.

It can be a tough balancing act: being part of the university’s staff and still acting as a sensitive friend to a dormitory neighbor.

“My job as an R.A. is to reassure them, to make sure they know of all the resources: that’s most important,” Ms. Hong said of students who might report sexual misconduct. “People panic, they say, ‘Oh, everyone will know about this now!’ It’s my job to reassure them that they still have control of the situation. It’s my job to be a friend and to establish trust.”

Helping teenagers make the transition from high schoolers in their parents’ homes to college students balancing the freedoms of an unchaperoned social life with the load of academic expectations has always been a big job for R. A.s, most of whom are no older than 21 themselves.

But in recent years, the job has become much more intense. The federal government has laid out new guidelines about universities’ responsibilities in investigating, addressing and responding to allegations of student sexual misconduct. These measures have helped open a national conversation about sex and sexual assault on campus, and the role of the university in prevention, awareness and disciplinary measures. At the same time, binge-drinking and drug-taking, which often play a role in campus sex and sexual misconduct, continue to escalate.

Last week, the Association of American Universities released the findings of a sexual misconduct survey that culled data from more than 150,000 undergraduate, graduate and professional students at 27 universities. In it, nearly one in four undergraduate women said they were victims of sexual assault or misconduct. At Harvard College alone, 16 percent of female seniors said that during their time at Harvard they were subjected to “nonconsensual completed or attempted penetration.”

During the winter of 2015, the University of Michigan conducted its own study to try to quantify the frequency of sexual assault. The Campus Climate Survey on Sexual Misconduct found 22.5 percent of undergraduate females and 6.8 percent of undergraduate males said they have experienced nonconsensual kissing, touching or penetration. “In most cases, the unwanted sexual penetration occurred primarily after verbal pressure, and under the influence of drugs or alcohol,” the study said.

The school has been publicizing the results widely among its faculty and students. Ms. Daniels said: “I work in this field, so I knew the results would be dismaying, but even I was surprised by the numbers. It is sobering, very, very sobering.”

Schools like Michigan are offering workshops for new students on how to have discussions about sex, which is admirable even if administrators are somewhat optimistic in believing teenagers and 20-somethings will be comfortable having conversations about a topic that remains, for many adults, difficult to openly address. Complicating the matter is a university climate of political correctness that instills in students a fear of offending others and that hampers open dialogue.

Ms. Hong has helped lead workshops for incoming students that focus on consent. But students come from so many different backgrounds, and with such a spectrum of sexual experience and sexual education, that it can be difficult to know what they understand.

Materials used in the training of resident advisers. Credit Laura McDermott for The New York Times
“You can be talking to students about consent and contraception methods and someone will say, ‘Oh, at my high school we were just taught not to do it,’ ” Ms. Hong said. “I am often wondering if students are just sitting there, confused.”

Even as R. A.s are encouraged to befriend and offer mentorship to the students on their floors, they are designated “mandatory reporters” of any incident that may violate the school policy on sexual misconduct, which accounts for a range of behavior from rape to sending explicit photographs of someone over the Internet without their consent. Even something as difficult to measure as texting someone more than they may desire can warrant a report.

Megan McDonald, 21, is the resident coordinator for Stockwell Hall, which means she has an overall responsibility for the dorm’s 400 students, with direct accountability for about 50. A senior and a public policy major, Ms. McDonald sits down with her agenda at the beginning of the week and tries to carve out 25 hours to address her residents and their needs and another 25 hours for homework and studying. Sometimes, the dedicated R.A. time is spent trying to make friends with the students living in Stockwell, even as she lets them know that she cannot keep confidential anything they tell her related to sexual misconduct.

“It’s a hindrance on your social life because you know if a friend confides in you, you can’t necessarily keep it a secret,” Ms. McDonald said. “It’s one of the burdens of having this role.”

But she said she believes it’s important to put her R.A. job before friendship. “During training, we talk about it and we try to remember, this is somebody’s kid, this could be your kid one day,” she said.

And it can be hard to shut off the worry that R. A.s almost necessarily feel. Amanda Champagne, 20, is a senior who is applying for master’s programs for social work. When she and her friends go to parties, she takes care to be sure that her group leaves with everyone it arrived with and that no one walks home alone. “My friends will make fun of me and say, ‘Amanda, you’re in R.A. mode.’ They call me the mom of the group,” she said. “Being an R.A. has enhanced my understanding of the university, so I do feel like I have a heightened awareness, especially about sexual assault.”

R.A. gigs at Michigan are hard to come by, with “hundreds” of applicants being turned down, according to a school spokesman. The university’s housing department staff chooses candidates based on their academic record and commitment to campus leadership. R. A.s are selected during the fall term of the previous academic year and then are required to take a class on community building. R. A.s are compensated with free room and board, which otherwise costs about $10,000 for the academic year.

“More so than anyone else on campus, you will meet and connect with so many students,” Ms. Daniels said.

It was Day 2 of R.A. training and she and a few colleagues were outlining the university’s student sexual misconduct policy.

This year, Ms. Daniels made her presentation not only to the R. A.s but also to the school’s student-athletes, members of R.O.T.C., the marching band and the leaders of the school’s Greek system, among others. “We go after groups that we know have influence on campus,” she said in an interview.

While law enforcement agencies oversee their own investigations and prosecutions of reported incidents of sex crimes, the University of Michigan’s policy lays out the school’s definitions of sexual misconduct and its particular process when an incident has been reported to school officials, including R.A.s.

The R. A.s seem to grapple with the concept of their dual roles as students living among peers in a dorm and university staff with obligations. “What if someone tells you something before you’ve told them you’re a mandatory reporter?” one student asked at the workshop. “Is it like Miranda rights?”

Ms. Daniels answered, “It’s important that you tell your residents upfront that you are not confidential,” explaining that a student who may have been harmed by an alleged act of sexual misconduct need not participate in an investigation.

During the next 90 minutes, Ms. Daniels and her cohort went over key themes: that an act of retaliation against a complainant who says she or he has been a victim of misconduct is itself a violation of the misconduct policy, that the Internet can be a tool of sexual misconduct, and that “intoxicated” people can consent to sexual contact but those “incapacitated” by excess drugs and alcohol cannot.

A student asked, “How do you determine the difference between intoxication and incapacitation?”

The answer was murky, underscoring how hard it is for adults, let alone college students, to identify clear lines. “Incapacitation is beyond intoxication, when you’re unable to make informed judgment, just totally unable,” Ms. Daniels said. “It’s a case-by-case thing,” she said, adding that she wished she could provide more clarity.

Into a world of many acronyms and mnemonic devices, the four Ds of bystander intervention were introduced: direct, distract, delegate and delay. The women leading the session explained the importance of R. A.s learning how to intervene (and teaching their dorm residents to intervene) in potentially harmful situations they may witness.

Different scenarios were posed, with students asking how they might respond. “You are at a party and see a man pulling someone who is obviously intoxicated up the stairs toward an empty room,” went one example. The room buzzed as students offered ideas.

One student suggested approaching the man carrying the other person and trying to distract him. “You could say, like, ‘Hey, we’re in psych class together,’ ” the student said.

The concept of intervention was not new to many students, and some were moved to share their own experiences.

One said that on a snowy night last year, she and a friend happened to drive by Rick’s, a bar that bills itself on Twitter as “The #1 Hook up bar on college campuses!”

They spotted a woman stumbling down the sidewalk with a man. The friends called out to the woman and offered her a ride home.

The students snapped their approval.

R.A. training also deals with the concept of healthy sex.

That’s the focus of “Relationship Remix,” a program devoted to discussing consent as the key to a positive sexual relationship. Since 2004, all incoming Michigan students have been required to attend the seminar.

When students returned to Ann Arbor earlier this month, Anna Forringer-Beal, 21, helped facilitated two Remix discussions for about 80 students. A major in anthropology and women’s studies, Ms. Forringer-Beal is both a volunteer for Sapac, the organization that provides confidential help to victims of sexual assault and misconduct, and an R.A. for the second year in a row.

“We focused a lot on a scenario where someone you’re interested in asks you to go back to their room,” she said. “I tried to get at the idea that consenting to go back to the room is all you’re consenting to. Some people see it as an innuendo. I tried to explain that direct communication is the best communication so there is no room for ambiguity.”

No one in campus life underestimates how trying life as a resident adviser can be, even as the R. A.s acknowledge its satisfactions.

“Self-care is important,” Ms. Hong said. “You can burn out. But we all try to take care of one another. Someone at Sapac might give me some chocolates with a note that says, ‘Thank you for all you do,’ or I’ll get Facebook or text messages, ‘I just want you to know you’re a great person.’ We all do that. We know how hard it can be, but we know how important these issues are.”


Treasury’s second in command wants more accountability in student loan market | The Washington Post

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Sep 292015


By Danielle Douglas-Gabriel
September 28 at 6:24 PM

Treasury Deputy Secretary Sarah Bloom Raskin said it is time for student loan servicers, the middlemen that collect and apply payments, to take responsibility for people falling behind or defaulting on their loans.

In a speech Monday at the National Foundation for Credit Counseling conference, the second in command at Treasury, pressed the need for market-wide servicing standards to help borrowers navigate the student loan system. Too many people, she said, are unaware of repayment options or fight to get consistent information and help.

“Student loan servicers may not be acting as the beacons we need them to be,” Raskin said. “We need to see increased enrollment in income-driven repayment plans, high touch servicing, and counseling that helps borrowers understand their options and sets them on a more secure financial path.”

Raskin’s comments arrive as Treasury and other federal agencies carry out President Obama’s plan to overhaul the way Americans repay their student loans. This week, the Consumer Financial Protection Bureau is scheduled to release a report detailing problems in the servicing of student loans.

Ahead of the release, Raskin identified shortcomings in the way servicers are managing the nearly $1.3 trillion in outstanding student loans. She noted that 8 percent of federal student loans are in default and 10 percent are past due, despite the availability of plans that cap monthly loan payments to a percentage of earnings.

“Certainly default cannot be avoided in every case,” she said. “However, many distressed student loan borrowers should qualify for an affordable payment through an income-based repayment plan. Borrowers have good options when it comes to repayment, and servicers need to inform borrowers of these options. ”

A recent report from the Government Accountability Office found that while servicers make information about income-driven plans available through customer service representatives and Web sites, borrowers have to actively seek it out. And even when servicers contact people who are falling behind on their payments about repayment options, the information is often inconsistent. About 70 percent of the people who defaulted on their loans could have qualified for an income-driven plan had they known about them, the report said.

Still, Raskin laid an equal amount of blame for the problems in student lending at the feet of schools. She took aim at for-profit colleges, where students borrow heavily and have great difficulty paying back loans. Raskin referenced a recent study from the Brookings Institute that found nearly half of recent borrowers from for-profit schools defaulted within five years, and were more likely to have low wages or be unemployed than students at four-year public and private colleges.

“These results suggest that students who could receive some of the greatest benefits from education are seeing the worst outcomes,” Raskin said. “They are borrowing more and earning less. Who is advising them? Who is helping them navigate?”

All colleges, she said, should share in the financial risk of their students taking out loans to pay for school. That could mean tying state funding to student outcomes or forcing colleges to pay up in the event of widespread defaults, an idea that is gaining broad support in Congress.

“Schools benefit from tuition payments often made with the support of federal student loan dollars. Yet these schools feel little impact if students do not complete their education, fail to realize earnings gains, and are unable to repay their loans,” Raskin said. “Students and taxpayers end up bearing all of the risk associated with delinquency and default.”

Critics of these so-called risk sharing plans say they could lead colleges to admitted fewer low-income students out of fear of having to foot the bill if they fail to repay their loans. Raskin said policymakers must weigh those sorts of unintended consequence as they shift more of the risk of borrowing toward schools, but not abandon measure that could ultimately encourage schools to rein in on costs and improve the quality of the education.

“Too many institutions are consistently failing to produce positive outcomes for the students who would benefit from a quality higher education,” she said. “It is critical that we continue to focus on enhancing accountability so that these institutions are not removed from the consequences of unacceptable results.”


Aycock could be gone in December | Daily Reflector

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Sep 282015


By Holly West

The Daily Reflector

Charles B. Aycock’s name will be removed from an East Carolina University residence hall during winter break this year if $300,000 is raised for Heritage Hall by Dec. 1, according to a compromise measure approved by the Board of Trustees on Friday.

The motion also stipulates that the money must be raised through pledges of no more than three years. It was approved 11-1, with a dissenting vote from trustee Max Joyner. Trustee Leigh Fanning was absent from the meeting.

Heritage Hall will be housed in the new Student Services Center, which is expected to be ready for occupancy in spring 2018. The hall will honor the university’s history, including Aycock, a man known as the “education governor,” but who also voted for measures to disenfranchise black voters.

The renaming of the residence hall that bears his name has been a point of discussion since spring of 2014, and in February the board voted to transition the name to Heritage Hall. At a meeting Thursday, some board members expressed concern about taking Aycock’s name down before the physical Heritage Hall location opens because they said it violated the original agreement to “transition” the name. Another concern raised Thursday was that potential donors would have no reason to contribute to the project once Aycock’s name was removed.

As a compromise, trustees agreed to transition the name from the building to the online version of Heritage Hall once pledges are secured for 60 percent of the $500,000 that needs to be raised.

Board Chairman Steve Jones challenged his fellow board members to dedicate themselves to raising the money by December.

“We as a board need to get behind Heritage Hall,” he said. “It’s going to take the work of everybody on this board reaching out to friends, colleagues, companies.”

He encouraged them to make personal donations as well.

If the money is not raised in time, the name will be transitioned whenever the $300,000 goal is reached. Chancellor Steve Ballard warned that if the goal is reached while school is in session, the transition likely would have to wait until the next break for logistical reasons.

Jones instructed Vice Chancellor for University Advancement Chris Dyba to send trustees an update on the progress of the fundraising every two to three weeks.

Trustee Kieran Shanahan, who raised the fundraising concerns at Thursday’s meeting, said he was happy with the outcome.

“I really do think as we look back over it, it’s an example how this board came together for an excellent outcome,” he said.

Not everyone was appeased by the compromise. Joyner accused his fellow board members of striking a deal behind his back.

“Obviously some meetings were held between yesterday’s meetings and today’s meetings, and I wish I would have been included,” he said. “I don’t know what trustees know about this and what trustees had input.”

Trustee Bob Plybon said there were discussions between individuals, but no one was purposefully being left out.

“It wasn’t so much a meeting as people sharing ideas,” he said. “That’s why we came to this meeting to share it openly.”

Contact Holly West at or 252-329-9585.


Summers time for ECU football team — The News & Observer

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Sep 282015


Published: Sept. 27, 2015

Summers time for ECU football team