2. 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.
3. 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
4. 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
5. 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.
6. 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
7. 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?
8. 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
9. 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
10. 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.
11. 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?
12. 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
13. * 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
14. 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.
15. 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
16. 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
