For the Record - 9.3.14 - The Working Student Issue

SEPT. 3 — SEPT. 9, 2014 THE WORKING STUDENT ISSUE

The Working Student Issue

September 3, 2014

Editorial: Working during school to combat cost of tuition Everybody’s working for the weekend — and through the weekend — trying to keep up with the costs of being an overloaded college student in the 21st century.

The days of working through the summer and having enough money to make it through the increasingly expensive school year are over. Many students work yearround while attending class, and some even add unpaid internships to the mix.

In 1994, only about 40 percent of undergrads at four-year universities, and 60 percent at community colleges, worked or actively sought work, according to the Bureau of Labor Statistics. According to the 2011 US Census, 72 percent of undergraduate students worked part-time jobs, and 20 percent of undergrads worked full-time.

The statistics show that more and more students are opting to work while in school. This could be because of rising tuition costs. Students are perhaps choosing to work sooner rather than later in an effort to combat the growing expenses of school and student debt.

The average cost of college tuition is rising, according to the National Center for Education Statistics. At the University of Cincinnati, in-state tuition for a full-time undergraduate student at the uptown campus was $7,623 for the 2003-04 academic year, according to the Office of the Bursar. The same rate for the 2013-14 academic year was $10,784 — an almost 30 percent increase. For the current year, that number edged up to $11,000.

Increasing tuition costs means more student loan debt.

The average four-year student graduates with $26,000 to $29,000 in loans, while some graduates leave with six figures worth of debt, according to estimates from the Almanac of Higher Education.

In between running to class and running to jobs, some student workers try to find time for themselves: for fun, for friends, for parties, for youth-fueled shenanigans.

UC’s 4,500 student workers — those working on-campus jobs — are spread throughout campus, with the average pay between $7.95 and $9 per hour. They make coffee at Starbucks, they tutor you in McMicken’s writing center and they sell merchandise in the bookstore.

MADISON SCHMIDT | PHOTO EDITOR

Wayne, a first-year psychology student, studies for class in the Campus Recreation Center. COVER: Mary Clifford, a fourth-year speech pathology student, types while on the job at the Academic Writing Center.

But many students also have more untraditional, offcampus jobs ranging from L’Oreal co-ops (which you can read about on page 4) to following their creative passions and making music (see entertainment reporter Monroe Trombly’s piece on Sunday Night Flight on page 7).

There are also student athletes who spend hours in class and in training, but aren’t paid like traditional working students. Should they be paid? Some athletes receive some sort of scholarship to offset tuition costs, but what about paying for daily expenses? Read sports editor Ellen

Hadley’s opinion on this issue on page 8.

It all comes down to this: We go to college to have a better future. We struggle with tuition and cost of living. We work, sometimes for more hours than we’re in class.

This week’s Working Student issue strives to celebrate the successes and acknowledge the struggles of UC’s working students — those who choose to stumble into adulthood while going to class and clocking in.

The News Record Staff

Annual award recognizes exceptional on-campus employees Senior workers in leadership positions eligible for Student Worker of the Year EMILY BEGLEY & FERNANDA CRESCENTE | THE NEWS RECORD

Juggling classes and work with outside responsibilities is a balancing act required of all student employees. And since 2007, seniors who master it have been recognized for their efforts with a scrupulous award.

Established by the Campus Services and Student Activities & Leadership Development, the Student Employee of the Year award is bestowed annually upon oncampus workers.

“We have so many different students that work on campus and have to pay their

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way through school, and really put in a lot of time into so many of campus services, especially,” said Jim Jamriska, program director with the Campus Recreation Center. The University of Cincinnati

“We really wanted to recognize the students that go above and beyond, do a great job in the classroom, and also in the workplace.”

- Jim Jamriska, program director with CRC

currently has 4,500 student workers, according to Erin Ascher, chief human resources officer. Average hourly pay is between $7.95 and $9.

“We really wanted to recognize the students that go above and beyond, do a

great job in the classroom, and also in the workplace,” Jamriska said.

The distinction is awarded at the annual UC Recognition Ceremony, which honors achievements of students, faculty and staff.

The 2015 event takes place Sunday, April 6.

Employers are asked to nominate eligible student workers earlier in the year. The number of winners varies, with a maximum of two employees selected for the award.

Seniors must meet several requirements to be considered, including: a 3.0 cumulative GPA, a minimum of three semesters spent within their respective department, having held a leadership position within that department and exhibiting a high level of responsibility.

Students graduating in December, April

and August are all eligible.

The award was designed to acknowledge students who really “help the university and help themselves,” Jamriska said. “That’s really what we’re going for.”

The 2014 award recipients were Taylor Howarth of the CEAS Library and Olivia Porter of the Campus Recreation Center.

Both held leadership positions and stayed with their departments for several years.

Winners receive a plaque, as well as a gift card to campus bookstores to help cover the cost of a cap and gown.

“That would be a nice little recognition for all the work we do,” said Courtney Shade, a first-year sociology master’s student who works at UC’s Academic Writing Center. “I would have loved that as an undergrad.”

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September 3, 2014

The Working Student Issue

Word on the Street: Benefits of on-campus employment

MADISON SCHMIDT | PHOTO EDITOR

Academic Writing Center “The staff who works here, since they work for the university also, they know your first priority is school, and you’re a student,” said Mary Clifford, a fourth-year speech pathology student. “So they’re going to do everything in their power to make sure that comes first.”

Market on Main

MADISON SCHMIDT | PHOTO EDITOR

“Since I don’t drive, it’s a lot more convenient to me to work on campus,” said Alonzo Smith, a fourth-year marketing student. “But also what I love about working on campus is really getting to interact with students, and I meet new people every day. Working at Market on Main is a pretty easy job - it’s fairly laid back for the most part - but I get to see so many different faces all the time.”

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MADISON SCHMIDT | PHOTO EDITOR

The Catskeller

MADISON SCHMIDT | PHOTO EDITOR

Campus Recreation Center

“I like that it’s really close to home and class, and I don’t have to take a long time to get here,” said Jess Abercrombie, a graduate student in the College of Design, Architecture, Art and Planning. “It’s just fun being able to interact with different students.”

“It’s just easier to get here,” said Sydney Drerup, a secondyear health education student. “And you get to interact with people that you go to class with. It’s just easy. You go to class, you get to come straight here.”

Campus Recreation Center

Information Technology

MADISON SCHMIDT | PHOTO EDITOR

“I definitely like the people that I meet, like the students, and just getting to know other people,” said Danielle Sallisbury, a fourth-year dietetics student. “It’s definitely much more convenient working on campus than outside of campus because I’m on campus or class, and then I go to work right after.”

MADISON SCHMIDT | PHOTO EDITOR

“The best thing about working on campus is definitely the convenience factor,” said Kaitlyn Meeks, a fourth-year communications student. “Here, my boss is very, very laid back. He understands that school is a main priority. For example, today I got here at 9 a.m., I left at 11 a.m., went to class until 2 p.m. and I came back.”

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The Working Student Issue

September 3, 2014

L’Oreal awards UC students first place in national competition Students gain valuable experience at international company during co-op COURTNEY STANLEY | ONLINE EDITOR

Four University of Cincinnati students won first place in a national research competition for L’Oreal Group, an internationally known French cosmetics company.

During their summer co-op’s, the students— Ray Cook, Gina Gianfagna, Stephanie Horvath, and Ryan Thomas — were challenged with the rest of L’Oreal’s 156 interns to create a project that was “out of the box, sustainable and excellent” for the Intern Beauty Shaker Competition.

“We wanted to create something that could be applied in any facility,” Horvath, a thirdyear mechanical engineering student, said.

As the four brainstormed ideas, they realized that rotational energy was used in all of their departments, said Gianfagna, a fifth-year chemical engineering student.

They decided to harness the energy lost when L’Oreal’s machines brake through a process called hydraulic regenerative braking to make L’Oreal’s systems more sustainable.

“We wanted to make our equipment more efficient like what the automotive industry is doing with hybrid cars,” Cook, a fourth year biomedical engineering student, said.

The process of hydraulic regenerative braking is like blowing up a balloon and pinching it to keep the air inside — the hydraulic fluid is held while the machines are braking, Cook said.

When the machine starts again, it’s like releasing the air from the balloon — the hydraulic fluid is released and the machine starts.

“We’re trying to use hydraulic regenerative braking to make our systems more efficient,”

Cook said.

The students were flown with a group of finalists to New York City to present their idea to the L’Oreal Corporate Human Resources team and Jerome Tixier, the executive vice-president of Human Resources L’Oreal Worldwide.

When the students found out they had advanced to the semifinals, they had only a week to put their presentation together, according to Gianfagna.

“There was definitely a lot of pressure, but we were able to balance what we were expected to do at our internship while working on our project,” Gianfagna said.

To make it more of a challenge, the four students were split across L’Oreal’s different facilities and locations, which made communication difficult. The students agreed that in the end it gave them good experience to practice communicating.

“We were across three different facilities with L’Oreal, so we had to do a lot of conference calls,” Cook said. “With co-op in general you learn a lot of applicable skills that you can use anywhere. A lot of my projects, especially this summer, have involved communicating with directors across the US.” Their experience in different branches also made them stand out to the judges.

“One of the big things that stood out to us in New York was when they heard how much experience the four of us had in different departments and branches of L’Oreal,” Horvath said. “And it’s good for us because it gives you a better idea of what you want to do.

That’s the whole point of work experience.”

The team is aware that their plan isn’t finished.

“We don’t have all the answers as far as how this [project] would be executed, but we had to gather as much information as we

PROVIDED

UC engineering students from varying focuses learn real-world skills during summer co-op competition.

could to see if they would want to invest in further research,” Cook said.

“It’s something that could be implemented globally at all of the L’Oreal facilities.”

Whether L’Oreal continues to use the team’s research or not, the students agreed that their respective co-ops, combined with the research project, have given them real-

world applicable skills.

“Sometimes there’s a gap between what you learn in the classroom and what you learn on the job,” Cook said. “I feel like L’Oreal has given me an opportunity to get skills that are going to be used no matter where I am.”

Students transform ideas with Launchpad Student initiative program teaches members how to start businesses from the ground up KATIE COBURN | NEWS EDITOR

PROVIDED

The winning students learn new ways to communicate at co-op.

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Through the nation’s first student-led business accelerator program at the University of Cincinnati, students have the opportunity to launch businesses with the help of renowned entrepreneurs from Cincinnati and throughout the nation.

Founded in 2012 by Bhavik Modi, a fifth-year finance and real estate student, Bearcat Launchpad is a student initiative facilitated and organized by the Lindner College of Business Student Action Team that provides all UC students with the opportunity to transform an idea into a business over the course of the academic year.

“Ultimately the goal is to have students start businesses and not just learn about them, because there are so many classes that teach you entrepreneurship, but the whole definition of entrepreneurship is starting something,” Modi said.

Modi created the program to mimic The Brandery, a nationally ranked, Cincinnati-based startup accelerator program founded in 2010.

With focuses on consumer marketing and branding, The Brandery selects about 10 companies to complete a fourmonth-long program where they receive funding, mentorship and design assistance to create a startup.

Companies can then pitch to investors and venture capitalists at the program’s completion.

“I noticed at UC, we have a top engineering school, a top design school and a top business school,” Modi said. “I figured there are a lot of students that have businesses that they

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September 3, 2014 want to start, but they don’t know other students who compliment their skill set. So, the program was originally designed to bring those people together.”

After completing Bearcat Launchpad’s application process, accepted members meet every other week and work in teams to develop a business.

Over the course of the program, members will work closely with almost 50 successful entrepreneurial mentors, such as local CEOs and big investors from the Cincinnati community.

“Having that access to mentors and having role models in the local business community, I think is what sets our students apart,” Modi said.

Over the course of the program, Bearcat Launchpad conducts sessions that host local and national speakers who have found success in entrepreneurship. Guy Kawasaki, former chief evangelist of Apple, and Mo Koyfman, one of the first investors in Twitter, were two of 15 speakers last year.

At the end of the program, teams will pitch their businesses to a panel of judges consisting of corporate sponsors and hand-selected experts from Cincinnati’s entrepreneurial community. The top two teams whose businesses receive the highest score will be awarded a cash prize funded by corporate sponsors — $5000 was awarded last year.

Bearcat Launchpad benefits students looking for a co-op opportunity because it provides them experience that they would apply to a co-op, Modi said.

Alex Hernandez, third-year entrepreneurship and marketing student, won second place in last year’s pitch competition with his team’s development of an internship-facilitator program that would connect universities and high schools to local opportunities.

“Bearcat Launchpad connected me with the startup community of Venture Capitalists, accelerators and mentors that were able to bring my idea into fruition,” Hernandez said.

“Through my connections I made with Bearcat Launchpad I found my next co-op, where I worked at The Brandery.”

Modi gives credit to the student action team, of which he was formerly president, for helping him create Bearcat Launchpad. Dave Knox, a co-founder of The Brandery and chief mar-

The Working Student Issue

keting officer of Rockfish, served as Modi’s mentor during his creation of Bearcat Launchpad.

Modi said he also received support from Charles Matthews, professor of entrepreneurship and strategic management and former executive director of UC’s Center for Entrepreneurship Education and Research.

Bearcat Launchpad grew from only 16 participants and six businesses its first year to 28 participants and seven businesses its second.

After participating in the program his freshman year, Bryan Weis, a third-year finance and entrepreneurship major, said he was inspired to become more involved the following year and took on the executive director role last year.

“My freshman year I got into the program, and it was awesome, but I saw the potential and how much bigger we could make it,”Weis said. “I’m really passionate about entrepreneurship and was really excited with the idea that we could empower students to turn their ideas into actual businesses while they’re in college.”

Returning as executive director this year, Weis has goals to grow the program, which include securing more corporate sponsors and raising additional funds, attracting entrepreneurship-minded students from all colleges and gaining national recognition.

“We want the United States to understand that Cincinnati is doing really cool things with entrepreneurship not just as a region but at the University of Cincinnati level,”Weis said.

Jack Johnson, a third-year finance and marketing student and president of the student action team, helps oversee Bearcat Launchpad. “[The student action team] thinks Bearcat Launchpad is important because it helps students innovate and it helps them learn how to innovate. Entrepreneurship is something that’s growing in the Cincinnati community,” Johnson said. “We see it as a way to build entrepreneurship within the college and help students that either want to start their own company or they already have an idea but don’t know how to get it started, begin to learn how to do that.”

Students apply for the program by completing an application form that can be found on at www.bearcatlaunchpad.com. The application deadline is Sept. 12 at 11:59 p.m.

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The Working Student Issue

September 3, 2014

Q&A with local artist on life after DAAP ZACK HATFIELD | ARTS EDITOR

If Cincinnati is a gallery as the ArtWorks website declares, that makes Joe Hedges, a DAAP alum and ArtWorks faculty, one of its curators.

On a quick drive through Over-the-Rhine or Northside, you might spot one of Hedge’s murals –– colorful and ambitious, often taking up the length of an entire building, with a squiggly “ArtWorks” logo signed in the corner. ArtWorks is one of the few organizations in Cincinnati that brings art in tandem with employment for students, using the city itself as a canvas for countless uplifting images.

In a world where trades and art seem to be disappearing, the students who work at ArtWorks are called apprentices, each one helping to turn a blank wall into a cohesive painting. Hedges spoke with TNR about the importance of art and how local Cincinnati business ArtWorks helps employ student artists.

TNR: What is ArtWorks?

JH: It’s a non-profit, Cincinnati-based organization. It’s really evolved over the years as a small program, almost like a summer camp, into a much larger-scale project that creates murals all over town. The main focus of ArtWorks is engagement and employment for young people, and making a positive change in the community.

TNR: It’s remarkable how congruous each work ends up being despite the number of apprentices. What’s the process of creating the murals?

JH: Every project is a little different, especially as we expand into territory other than murals. I’m the project manager, so I’m in charge of getting the projects set up. Once the location is determined, [the apprentices] work with artists to do designs. This summer I opted to do a mural from an existing design by Tom Wesselmann, who was a local pop artist. Once the mural begins it takes anywhere from two to seven weeks, depending on the size of the wall. The apprentices are the ones who really execute it and decide how to paint it.

TNR: What’s the typical age group of those involved in ArtWorks?

JH: 15-21 for apprentices, and then usually slightly older for project managers, lead artists and teaching artists, so it’s usually a small staff of professional artists and a larger group of apprentices.

TNR: Do you believe art is a necessity for the community?

How does art interact with its environment?

JH: Absolutely. I think art is pretty integral, and even in the last few years there’s been more and more broad acknowledgement in the role that art plays in communities and societies. It brings people together and provides economic advantages. Of course with ArtWorks it’s even more pragmatic in that it’s actually generating employment and opportunities for young people. So I think there’s a lot of ways art helps.

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MADISON SCHMIDT | PHOTO EDITOR

DAAP alum Joe Hedges poses near his most recent mural on 8th and Main Street, which is based off of a painting by Tom Wesselmann.

TNR: As an alumni of DAAP and Northern Kentucky University, can you talk about what steps you took to get you where you are now?

JH: I got my MFA at UC and studied painting at NKU for grad school as well. I think one thing DAAP has is a built-in community already. I think a lot of art, especially larger-scale art, is as much about collaboration and being able to work with other people — the kind of skills really only able to be learned at places like DAAP — as it is about spending time alone for long periods of time honing your craft. UC does a great job of cultivating a sense of collaboration and its importance.

mural — you can see kids from diverse backgrounds interacting with very different people for the first time.

TNR: Do you have any advice for students graduating in the arts?

JH: It’s about building a community and finding a community, because you can’t do it on your own, especially in a place like Cincinnati, for students who want to stay in the area. It’s the perfect city to network; it’s small enough to get things done but big enough to have resources and opportunities.

TNR: Are you working on any projects right now?

TNR: Do you think ArtWorks helps prepare students — those who are planning to be artists as well as those who might have otherwise not been involved with art — for the “working world”?

JH: I’m actually working on a project at Doom Gallery in Norwood, and I have a show that opened on Final Friday.

When I’m not doing that I’m teaching drawing and painting at NKU, which I love.

JH: Definitely. I think there are some students who go on and become artists and other apprentices who are definitely more about having that experience and working with other people, about having an appreciation for art. I think it’s really helpful. This was my third summer with ArtWorks, and even in that short amount of time — even in the span of working on a

You can visit Hedges’ recent exhibit “LOOP” at the 1305 Gallery on Main Street, as well as explore his current projects on joehedges.com.

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September 3, 2014

The Working Student Issue

Student band turns stress into music In this modern world, students lead some of the busiest and most chaotic lives as they are faced with an ever-increasing amount of school, work, extracurricular activities and hobbies to top it all off. One hobby in particular, music, isn’t always so easily defined as a hobby –– it can be more like a full-time commitment, both on stage and off.

Members of local band Sunday Night Flight —most of whom are or have been students—define the struggles of juggling their passion of music, school and work. It’s clear that however hectic their day-to-day schedules are, music always brings feelings of gratification, fulfillment and enjoyment at the end of each day.

Sunday Night Flight consists of Tyler Peters, a fourth-year electronic media major at the University of Cincinnati, on drums; Brandon Prew on saxophone, who teaches music full-time at Crosby Elementary and Harrison High School; the group’s keyboardist and singer Michael Kooper, who is also a student of Northern Kentucky University and musician for Christ Church; and trumpeter Ian Caldwell, a sixth-year NKU music education and performance student, who also teaches private lessons, teaches music at Turpin High School and works as a valet attendant at the Horseshoe Casino.

The band’s name arose from Sunday night being the only night available for everyone to practice, and the night became a kind of cure-all and relief to the week’s activities.

“It’s cool because when we come to these rehearsals it’s less like work,” Prew said. “It’s almost like taking a night off; you’re just with good friends and you’re playing music and you’re having fun. You get to create something special just between four guys. It’s definitely a cool experience.”

The members of Sunday Night Flight also talk about a distinction from just jamming with musicians versus playing in a band, where bonds and commitment are of paramount importance.

“I like having a job, but music is my hobby, and it’s like a release,” Kooper said. “It’s like going to the gym or something; it’s like something you can do to like get away for a minute. And I feel like if I did it all the time then it almost turns into a job. It takes an extra special person to want to do that.”

Prew, who teaches music full-time outside of playing, understood this perspective.

“I definitely agree with Mike. Granted my day job is just teaching music all day, but there’s a level of enjoyment you get from teaching it that you don’t quite get from playing sometimes,” Prew said.

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MADISON SCHMIDT | PHOTO EDITOR

Prew finds time to jam between his other routines.

MADISON SCHMIDT | PHOTO EDITOR

The members of Sunday Night Flight somehow manage to fit music into their overwhelming schedules.

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Drummer and full-time student Peters discussed the other things that come along with being in a band.

“I’ve come to realize it’s not always just about the fun of performing, but there’s so many things that go on behind the scenes with music and producing a band: recording, running our Facebook page, making posters, designs, ‘who are we going to tell about it, how are we going to tell it’… there are so many things that go just behind the notes that people don’t see,” Peters said.

The band went on to talk about how music is so demanding, how music can be mentally pervasive and omnipresent in whatever job you may have or the subject you major in.

“It’s almost not just a nine to five gig,” Peters said. “It’s almost like a full-time commitment.

You just aren’t always aware how related it is. Even when working a job that’s not related to it, I find myself thinking about music almost even more, [whether it be] some sort of production, or thinking about writing music somehow when I’m not doing it.”

“You’re occupied by doing the job for a couple of hours a week but obsessed with doing the job every other hour left in the week,” Prew said.

Having played together since November 2013, this close-knit group of musicians who make up Sunday Night Flight juggle an enormous amount of responsibilities, whether student related or not, but the sweet payoff of success and the joy from a simple practice knows no bounds.

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Quartet Sunday Night Flight finds rhythm in music’s tension-relieving abilities

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The Working Student Issue

September 3, 2014

events Bearcats baseball names new director Sporting not to miss over University of Cincinnati baseball program welcomes record-setting leader EMILY WITT | STAFF REPORTER

As John Lackaff, former Director of Baseball Operations, takes on an assistant coach position for the University of Cincinnati’s team, head coach Ty Neal announced a new director Aug. 27.

Ted Tom joins the baseball staff after serving as assistant athletic director and baseball’s head coach at Shawnee State University in Portsmouth, Ohio.

“Ted will add a wealth of wisdom and professionalism to our program.

He is a great baseball guy who is very well organized and thorough, but most importantly, he is a firstclass human being.”

- Ty Neal, head coach

“Ted will add a wealth of wisdom and professionalism to our program,” Neal said.

“He is a great baseball guy who is very well organized and thorough, but most importantly, is a first-class human being.”

Tom worked at Shawnee State, his alma matter, for five years where he led the Bears

to four 30-win seasons with a record of 203193. He was the all-time winningest coach in Shawnee history. Tom also led Shawnee to the 2010 American Midwest Conference (AMC) regular season championship, the 2011 Mid-South Conference (MSC) tournament championship and the 2012 MSC tournament, finishing second.

During his time at Shawnee State, Tom performed both administrative and coaching tasks that he believes can transfer over well to his new work at the University of Cincinnati, including: assisting with oncampus recruiting, coordinating team travel arrangements, scheduling future opponents and working to engage the community, alumni groups and Diamond Club members.

“My job responsibilities here at Cincinnati with the administration piece of it are all things I had to do at a small school,”Tom said. “The scheduling, working with the budgets and travel are all things that I’ve done already. Hopefully I can take those responsibilities and maybe add a few new ones that ease the responsibilities of the other staff so we can do what we’re supposed to do – coach good baseball, find good players and win games.”

Prior to his tenure at Shawnee State, Tom worked at Indiana University as a volunteer assistant coach from 2005-2006, working alongside Coach Neal in 2006.

“It was the first year of a new staff, so we tried to familiarize ourselves with the players and with each other,”Tom said.

“I worked with a few of the players and the previous staff as a volunteer assistant the year before. It was a great learning experience and a different coaching style.

“I was given my fair share of responsibilities that I think it was good for me as a young person,”Tom said. “I’ve been able to take that year working for Coach Neal and I’ve been able to use a lot of the things I’ve learned there in my head coaching career.”

Tom said he is excited to continue working with Coach Neal to assist him in building a championship program, including his strong emphasis on recruiting talented student athletes that are also “excellent community people.”

“We want to be able to educate our recruits on why Cincinnati is such a great place and why playing baseball in Cincinnati is going to be a great decision,”Tom said.

“My vision for my responsibility is to just do whatever it is I can to assist [Coach Neal] in that process and represent him and our program in a professional manner and represent the University of Cincinnati.”

Tom has only been at UC for a week, but is eager to get the ball rolling from fall season to openers in the spring.

“I’ve been here a short amount of time and it’s a really exciting place,”Tom said.

“I’m sure I’ve only tipped the iceberg of what I’ve actually seen and experienced. What I’ve seen so far, it’s really difficult to see why you’d want to go anywhere else.”

Student-athlete scholarships vs. salaries Debate on pay for college varsity athletes compromises long-standing values ELLEN HADLEY | SPORTS EDITOR

At the time U.S. President Teddy Roosevelt created the NCAA in 1906, teams were not allowed to recruit based on athletic ability, let alone provide scholarships based on athletic merit. In fact, athletic scholarships were not introduced until the 1950s when an institute’s athletics revenue was grounded in home sporting events’ ticket sales, according to the Marquette Sports Law Review.

Today’s NCAA is much different. With TV contracts, fan gear and sponsorships, institutions’ revenue from sporting events has grown into a full-blown money-spinning monopoly. What about the athletes? Don’t they deserve a slice of the pie that they bring to the university’s table?

There are a couple of problems with the

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argument that Division I athletes deserve pay. The first lies within the NCAA’s core values.

The non-profit association prides itself on promoting amateur competition, specifically not allowing “salary for participating in athletics,” according to ncaa.org The NCAA takes amateur certification very seriously for incoming Division I and II student-athletes, so much so that a staff was established within the association for the sole role of certifying amateurism starting fall 2007.

According to ncaa.org, “More than $2.7 billion in athletic scholarships is distributed each year along with access to medical care, academic support services and first-class training opportunities.”

Shouldn’t student-athletes compete for the love of the game, not for the money involved? They already receive so much in scholarships. If the need for money surpasses

the desire to play, it is time to make some grown-up decisions.

Student-athletes now must be compensated for the use of their image, likeness or name in accordance with antitrust laws, thanks to a federal judge’s ruling Aug. 8, establishing a trust fund for athletes to share in licensing revenues.

Is that not enough?

Offering pay to student-athletes would complicate not only the amateurism of the athlete, but also would surface the issue of determining pay. Would it be based on playing time or years on the team? What happens if a student-athlete has a careerending injury? Could that athlete be “fired” and lose his or her salary?

Offering additional pay to student athletes is not only a complicated issue; it would contradict everything the NCAA has built over the past century, a price the organization should not pay.

the weekend: FRIDAY, SEPTEMBER 5

7:00 p.m.

Women’s Soccer vs. Eastern Kentucky, Gettler Stadium

7:30 p.m.

Women’s Volleyball at Louisville, KY

SATURDAY, SEPTEMBER 6

9:00 a.m.

Club Women’s Soccer vs.

Dayton, Gettler Stadium

SUNDAY, SEPTEMBER 7

All Day Women’s Golf Cardinal Kickoff, Louisville, KY

1:00 p.m.

Women’s Soccer vs. Saint Francis (PA), Gettler Stadium

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