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Rayl UNC presentation Rayl UNC presentation Presentation Transcript

  • “ATHLETES AND UNC” …OR… “COLLEGE ATHLETES AND STRIVING FOR THE SIX CORE VALUES OF MUHAMMAD ALI”
  • ACADEMIC FRAUD AT THE UNIVERSITY OF NORTH CAROLINA, CHAPEL HILL In May 2012, a nine-month internal investigation revealed academic fraud In the Department of African and Afro-American Studies at The University of North Carolina at Chapel Hill. Between 2007 and 2009, grades for 59 students in nine courses were submitted to the registrar with forged signatures of professors who said they never taught the course. During that same time period, several faculty members stated that there were unauthorized grade changes and they were not aware of who authorized the adjustments. An additional 43 courses with a collective total of 599 students registered were taught irregularly – the instructor provided an assignment and evidently graded a paper, but had limited or no other instructional contact with the students.
  • Professor Julius Nyang’oro was listed as the instructor of record for these 43 courses. No instance was found of a student receiving a grade who had not submitted a paper, nor was there any indication that Student-athletes received favorable treatment over students who were not athletes. No Department personnel involved in these courses received a tangible benefit of any kind beyond their regular university compensation UNC CONTINUED
  • Michael McAdoo was one of seven players forced to sit out all of the 2010 football season while the NCAA investigated the Tar Heel football program. The NCAA ruled McAdoo ineligible for receiving improper assistance from tutor Jennifer Wiley on multiple assignments across several academic terms. In July of 2011, McAdoo filed a lawsuit against both UNC and the NCAA seeking reinstatement to the team. That lawsuit was dismissed. McAdoo left UNC and signed to play professional football with the Baltimore Ravens for $270,000. MICHAEL MCADOO
  • FLORIDA STATE ATHLETES - 2007 In 2006 and 2007, 61 Student-Athletes at Florida were involved with Academic Fraud, involving the taking of exams and writing of papers by a tutor, academic advisor, and learning specialist. SA’s from Football, Men’s and Women’s Basketball, Men’s and Women’s Swimming, Men’s and Women’s Track, Baseball, Softball, and Golf were involved.
  • MINNESOTA BASKETBALL - 1999 Office manager and team tutor, Jan Gangelhoff, admitted to writing more than 400 papers for 18 or more players over a 5-year period. Coach Clem Haskins and academic advisor, Alonzo Newby, participated in the fraud
  • QUESTIONS TO PONDER What role do educational institutions play in providing grounding for athletes to make connections between athletics, academics and the community? How does a student-athlete (SA) practice the six core values of Muhammad Ali, if those who serve as role models are involved in dishonesty, deceit, and disrespect for the educational process and the education of their athletes? How can an SA be expected to promote positive social change when she / he is involved in fraudulent behavior? What role does the NCAA play and how does it handle academic fraud among its membership? Are universities with winning programs or revenue sports treated differently than those with losing programs or non-revenue sports?
  • THE ROLE OF EDUCATIONAL INSTITUTIONS What role do educational institutions play in providing grounding for SA’s to make connections between athletics, academics and the community? * We have made “gods” out of these SA’s, spending lots of money to lure them to our Colleges. * The role played by Colleges is very important! * Colleges are in a tremendous potion to mentor SA’s and help them develop into great citizens, but oftentimes it doesn’t happen * Colleges serve as “In Loco Parentis” but are they defaulting on their role? * Are academic tutors and advisors carrying SA’s…doing too much for them? * Rarely are any caring academic professors, without an agenda, included in the process
  • VALUES VERSUS DISHONESTY How does a student-athlete practice the six core values of Muhammad Ali, if those who serve as role models are involved in dishonesty, deceit, and disrespect for the education of their athletes and the educational process? Core Values = Confidence Conviction Dedication Giving Respect Spirituality
  • POSITIVE CHANGE? FRAUDULENT BEHAVIOR? How can an athlete be expected to promote positive social change when she / he is involved in fraudulent behavior? * There is a conflict of values when colleges say one thing and then do another. When coaches, Athletic Directors, tutors, and advisors blatantly cheat, the SA’s get the message that academics and education are a hoop to jump through in order to play versus a basis for life after their playing days are over * SA’s, via the NCAA, have virtually no voice in athletic policy and procedure.
  • POSITIVE CHANGE? FRAUDULENT BEHAVIOR? * They are forced to submit to legal searches and seizures (urine specimen) at any time in order to participate in sports. They must submit in order to retain their scholarship * Are typically honest SA’s “going along to get along” (receive unearned grades for courses)? * Is there pressure from honest SA’s to conform to dishonest behavior?
  • ROLE OF THE NCAA What role does the NCAA play and how does it handle academic fraud among its membership? * Is the NCAA really truthful when it claims through television advertisements that “Almost every SA will major in something other than sports when they graduate” especially since many top athletes never graduate * The NCAA not only allows, but endorses the missing of several classes each semester in order for SA’s to participate in sports. * Sporting events are held on every day of the week forcing students to miss class and important information from the professor
  • * Students can officially miss class several hours before a home contest – many sit around waiting in the Athletic Training Room, or conversing with their teammates. This causes more challenges and possibly animosity for professors
  • ARE REVENUE SPORTS TREATED DIFFERENTLY? Are universities with winning programs or revenue sports treated differently than those with losing programs or non-revenue sports? * Colleges / programs that are high visibility typically receive more of a slap on the wrist versus any action that will truly affect athletic performance.
  • SUGGESTIONS FOR POSITIVE CHANGE • Empower athletes – Give them control • Eliminate first year SA’s from Varsity teams – Go back to the past • Encourage and allow involvement in service learning courses and community involvement during the off season • End non-traditional season play • Put the owness on the SA to attend class and do their work • Recruit SA’s that can succeed – Stanford seems to do it well • Monitor grades for athletes versus non-athletes and courses taught by coaches • Monitor course grades and independent studies for SA’s • Involve caring and supportive professors without an agenda in the SA process
  • SUGGESTIONS CONTINUED… • Decrease the number of games required for the season • Take note of majors / academic departments that tend to draw SA’s • Allow SA’s to maintain a 1.0 GPA or above to be eligible and to graduate • Limit SA coursework during the season to 9-12 credits • Base the NCAA Tournament on SA Graduation rate, OR require a 75 percent SA Graduation Rate in order to qualify for post season play • Hire academically oriented Athletic Directors, versus business minded fund raisers • Pay revenue sport athletes • Eliminate the NCAA 