March 20, 2013

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WHAT COULD AFFECT CATS’ ODDS

SPORTS - 8

APP TRAINS NEXT GENERATION OF HEART SURGEONS

NEWS - 2

GHOST TO FALCO COMES TO LA COCINA

ARTS - 6

ARIZONA DAILY WILDCAT Printing the news, sounding the alarm, and raising hell since 1899

WEDNESDAY, MARCH 20, 2013

VOLUME 106 • ISSUE 119

DAILYWILDCAT.COM

Students struggle with post-grad debt ALISON DORF Arizona Daily Wildcat

As student enrollment and tuition costs continue to rise, more students are graduating with the burden of student loan debt. Despite the increases, the UA does little to educate students about budgeting or paying back student loans, leaving many to face their financial struggles alone. “It really comes down to funding,” said Jennifer Miller, a senior program coordinator for the Office of Scholarships and Financial Aid. The vast majority of financial aid that the UA receives comes from the federal government, Miller said. If the federal

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government does not implement any kind of additional programs to help students with their debt post-graduation, the responsibility falls on the university. “The University of Arizona, just like all other institutions right now across the states, are doing the best that they can with limited resources,” Miller said. Over the last five years, student loans have made up the largest type and source of financial aid for the Arizona University System, with the amount increasing by 90 percent, according to the Arizona Board of Regents’ Student Financial Aid Report for fiscal year 2012. According to the same report, the average undergraduate debt has increased by 26 percent, from $17,600 to $22,200, while the

average graduate debt has increased by 40 percent, from $34,300 to $48,000. Depending on their financial circumstances, some students may face more debt than others.

Faces of student debt

Lauren Garner, a retailing and consumer science senior, estimated that she will owe more than $100,000 upon graduation, including subsidized, unsubsidized and bank loans. Garner said she feels stressed about her debt, but that her goal is to have a job or an internship by the time she graduates.

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Arizona Daily Wildcat

MEDIA

Arizona Gov. Jan Brewer announced Tuesday that she has appointed Valerie Hanna, a political science sophomore, as the new student regent. If approved by the state Senate, Hanna would begin her term on the Arizona Board of Regents on July 1. She would serve her first year as a non-voting member and her second year as a voting member of the board. Hanna is set to take the place of current student regent Tyler Bowyer, who will complete his two-year term on June 30.

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QUOTE TO NOTE

What made you decide to be a student regent? Hanna: The position really caught my eye about a year ago when I attended my first Arizona Board of Regents meeting. I remember sitting in the room while they were discussing these big ideas and just kind of knowing right then and there that I wanted to be a part of it. They were discussing things that affected me and my peers; they make such important decisions that affect students, so I knew in whatever capacity I could, that I wanted to be involved with ABOR.

A trafficker who used to sell guns said, ‘A gun you can sell only once. A girl you can sell over and over again.’ To me that is absolutely shocking. I shudder when I think of that.” NEWS — 2

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Governor appoints student regent

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GABRIELA DIAZ / ARIZONA DAILY WILDCAT

A MYSTERIOUS CAMPUS ART PROJECT gives Emily Giron, an engineering freshman, reason to pause on her walk past the Social Sciences building on Tuesday. The banner invited passersby to fill in the blank after the words, “Before I die, I want to.” Similar interactive public art projects have cropped up around the world, according to www.beforeidie.cc. The UA’s wall did not identify its creator.

What was your reaction when you found out you were appointed? I think I’m still in disbelief. I’m just incredibly humbled and honored to be selected and ready to get started. I think I have a big job to do; I don’t take the responsibility lightly of representing over 130,000 students in

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UA project sees first graduating class this spring RYAN REVOCK Arizona Daily Wildcat

RYAN REVOCK / ARIZONA DAILY WILDCAT

MATTHEW FAIRBANKS (right), a first year Project FOCUS student, researches the job market with peer mentor Annie Kosky (left), an undeclared freshman. Fairbanks said he hopes to continue at the UA after completing Project FOCUS.

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Five UA students will be the first to graduate through a UA project targeted at helping students with intellectual disabilities. The UA and the Tucson Unified School District teamed up to create Project Focusing Opportunities with Community and University Support to give students with intellectual disabilities the opportunity to make their college dreams a reality. The five students graduating are Ani King, Reina Koussa, Alexis Trevizo, Matthew Wall and Heidilynn Frontroth. The core of the program is geared toward helping students with intellectual disabilities develop self-reliance and become as employable as possible, according to Dan Perino, the TUSD liaison for Project FOCUS. “[Project FOCUS students’ graduating] is phenomenal. It is a wonderful celebration; the families are so excited — they had never foreseen such a wonderful opportunity to graduate from the University of Arizona,” said Stephanie MacFarland, program director for Project FOCUS. “Our families of this first five that are graduating, they were wonderful; they were supportive, positive,

ready to take the risk, and they are so proud of their son or daughter in this program.” Students in TUSD with intellectual disabilities are eligible to apply to the program, Perino said. Students must also have a desire to be on campus and take classes as well as to find a job after they have completed the program. The curriculum for the students is tailored to the individual, said Phyllis Brodsky, program coordinator for Project FOCUS. Students are required to take a service learning class, and from there they take classes they are interested in. Students are also required to have internships related to their interests while in the program. “Students are students,” MacFarland said. “Students of Project FOCUS are community members of this university as anyone is, and [Project FOCUS] can offer them the opportunity to learn academically as well in life opportunities that all students have here in the university.” Matthew Fairbanks is finishing up his first year with the program after learning about Project FOCUS as a student at Pima Community College. This semester Fairbanks is taking nine credits, with classes in sociology, anthropology and physical education, and

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