10-31-16

Monday

October 31, 2016 Volume 113, Issue 19

northerniowan.com

the University of Northern Iowa’s independent, student-produced newspaper since 1892

INSIDE THIS ISSUE

Diversity

MOVIE REVIEW Movie critic doesn’t mind Madea’s madness.

CAMPUS LIFE PAGE 4

EVALUATIONS UNI professor calls for student evaluations of teachers to be abolished.

OPINION PAGE 3

VOLLEYBALL Panthers have a busy weekend away.

SPORTS PAGE 6

Requirement Diversity-related exit requirements have seen slow but steady progress. Northern Iowa Student Government (NISG) introduced a proposal last year to introduce diversity-related courses as graduation exit requirements.

According to NISG senator Tristan Bernhard, a junior social science teaching major, the proposal has progressed since last semester through faculty senate. In addition, an exploratory committee comprised of faculty and students was created. This committee has been regularly meeting to discuss feasibility and options.

NISG has described the diversity exit requirement proposal as complex, broad and ambitious, which would fundamentally change various aspects of undergraduate education at UNI. “The process for changing

Exit

BY KAUSHIK MAHIDA STAFF WRITER

the very workings of the system is understandably complicated,” Bernhard said. “As to exactly what the process would be, that would depend on what specific route the exploratory committee takes.”

NISG told the Northern Iowan last semester that a proposal for the exit requirement would include a “tagging” system in which certain courses be tagged as “diversity-intensive” when brought before a committee of experts.

The rough proposal at the time outlined that students would be asked to take between nine and 12 credit hours of “diversity-intensive” courses.

The proposal had support from the university’s Diversity and Inclusion Council as well as leaders of student multicultural organizations including the Hispanic and Latino Student Union.

It is unclear whether this is still the current proposal.

NISG is currently working with an exploratory committee headed by faculty chair Tim Kidd.

NISG President Hunter Flesch, junior elementary and middle level education major, lauded the exit requirement as a great initiative and as a serious conversation that students must have with the faculty.

“We have to make sure we find a way to infuse diverse experiences into curriculum, and that takes partnership between students and faculty, as well as buy-in from the entire staff and administration,” Flesch said. He added that he has been regularly updated by Bernhard on this proposal.

Kathleen Marston, a senior music education major, believes diversity is important but was unsure of how it would be imple-

mented in the curriculum.

“I think it depends on the class. You can’t force people to understand diversity, I just feel like you need to build relationships with people who are different than you and see the value in that,” Marston said. “Good discussion could be had in a class, especially with a good professor, but I could see it going the other way where people don’t get much out of it, too.”

The diversity exit requirement proposal has been labeled

by NISG as a long term mission with a goal to change the culture on UNI campus. They have assured that it will not concern the students who are close to graduation and will be implemented just like all other curriculum changes in that it will only affect incoming classes of students.

RYAN NELSON

its early in the fourth quarter, was not able to complete the comeback.

UNI fell 7-0 in the first quarter after a pass from Eli Dunne was intercepted and returned to the 24, giving NDSU good field position. UNI’s Austin Errthum tacked on a field goal on the ensuing drive, making it 7-3 early in the second quarter.

NDSU punched another score into the end zone, and UNI answered with a second field goal to head into halftime with a 14-6 score in favor of the Bison.

In the third, NDSU found the end zone yet again to go up 21-6. Then, the UNI offense woke up a bit.

See EXIT, page 2

Panthers bite the dust

by Buffalos, 24-20 Staff Writer

Photos by Logan Winford

Opinion 3 Campus Life 4 Sports 6 Games 7 Classifieds 8

The University of Northern Iowa Panthers suffered another setback, this time at the hands of the fourth ranked FCS superpower, North Dakota State on Saturday.

UNI, down by double dig-

See FOOTBALL, page 6

PAGE 2

OCTOBER 31, 2016

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NEWS

NORTHERNIOWAN.COM

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CLINTON OLSASKY News Editor

VOLUME 113, ISSUE 19

AD talks student fees with NISG JACOB MADDEN

tation.

The presentation primarily focused on detailing the expensUNI Athletic Director es and revenues of the athletic David Harris and Associate department. Harris and West Athletic Director of Business also explained the aid providBethany West presented infor- ed to student athletes, giving mation to the Northern Iowa a peer comparison within the Student Government (NISG) Missouri Valley Conference. on Wednesday regarding the West began the presentation amount of money the athletic by explaining athletic departdepartment receives from stu- ment expenses, which are domdent fees. inated by personnel pay, fringe “There aren’t any current benefits, student aid and travel plans to increase student fees,” expenses. Student aid and travHarris said during the presen- el expenses comprise 40 percent of total athletic department expenses this year, while personnel expenditures comprise 44 percent of total athletic department expenses this year, according to the information provided to NISG by the athletic department. West continued by detailing the revenues of the athletic department.

West compared this year’s budget to the athletic budget from fiscal year 2006 (FY2006) to Courtesy Photo UNI Athletic Director David Harris gave a demonstrate the shift presentation to NISG about the allocation of of funding over time student fees to the athletic department. at UNI. This year’s

athletics-generated revenue comprised 54.4 percent of the total athletic budget, while in FY2006 athletics-generated revenue comprised only 34.3 percent of the budget.

In FY2006, the budget was predominantly subsidized by support from the General Education Fund (GEF), with GEF support at 53.8 percent of the budget, a number that has decreased to 31 percent this year. Student fees, however, have risen slowly from 11.9 percent of the budget in FY2006 to 14.6 percent this year, according to the information provided by the athletic department.

This shift away from GEF support was, in part, due to a Board of Regents decision about athletics funding in 2010, which “gradually reduced GEF support through [fiscal year 2015] to a level of no more than 2.4 percent of the Institutional General Fund budget,” according to West.

West explained that while the GEF contributes $4,350,481 to the athletics department, athletics contributed $4,065,441 to the GEF in student aid and overhead allocations, not including tuition paid by student athletes after athletic aid

had been administered.

According to West, 83 student athletes received full scholarships this year – 34 women and 49 men. Two-hundred and eight students received partial aid, which, according to Harris, “could be as little as 10 percent or as much as 90 percent,” while 109 student-athletes received no aid this year. Based on the numbers provided, 73 percent of student athletes receive some sort of aid.

UNI students paid nearly $2 million to the athletics department this year, a number that West compared to other universities in UNI’s conference like Illinois State University, whose athletic department received more than $9.8 million in student fee support. NISG senator and sophomore social science education major Tristan Bernhard questioned this statement.

“The athletics department often uses other Missouri Valley Conference schools as a comparison,” Bernhard said.

“But I look at those numbers with some hesitancy because the number of students at schools in the Missouri Valley varies greatly.”

According to Bernhard, the per student number is far more

NISG cautioned that the time tables are very complex for a project like this and exactly what steps will be taken are still up in the air, which has been significantly affecting the timeline.

Bernhard explained that NISG’s proposal last year was meant to be the start of a conversation about the greater issue of diversity and inclusion on campus.

“The committee is tasked with how to best address this issue. Whichever route is taken, addressing the issue is complicated and time consuming,” Bernhard said. “Anything as intricate as fundamentally overhauling an aspect of our

culture here on campus is not going to be a quick or easy fix, but we are committed to finding the best way to address the issue while exploring all of our options.”

Doug Murray, a senior computer science major, expressed doubt over the how effective the diversity requirements will be.

“We already have courses like world culture in the requirements,” Murray said.

“But it really depends on what the class covers – like if it’s just the diversity training someone is going to get when they are employed [sic] is pointless. So I guess it really just depends on what this diversity credit would be. If it’s just a half semester training course, I don’t think it’ll do any good.”

One of NISG’s concerns in this process is that if an exit requirement was chosen as the preferred way of addressing the issue, the university would have to go to great lengths to ensure the staff that teaches these classes are reputable and qualified. This process is complicated and can rapidly turn expensive, which the committee cannot overlook.

“Anytime you start talking about diversity education, you have to ask yourself who possesses the necessary qualifications to best educate our students on this topic,” Bernhard said. “This is one of the biggest obstacles in this process.”

Jonathan Beck, a junior computer science major, questioned the role of NISG being involved with graduation requirement

for students. sity and inclusion on campus, “I don’t think the diversity so students should feel more course requirement is going than welcome to email me with to change anyone’s opinions their concerns, questions and of diversity in any meaningful suggestions at tristanb@uni. way,” Beck said. “Furthermore, edu,” Bernhard said.

I am not sure that it is the student government’s role to be arbitrarily meddling in what the requirements for graduation are.”

According to Bernhard, other concerns that NISG has is that while UNI is in need of greater cultural and diversity awareness, does the answer to this issue lie in alterations to the curriculum itself or elsewhere?

Bernhard stressed the need for a debate on this topic.

“We continue to welCourtesy Photo come input from students NISG president Hunter Flesch praised the regarding cultural diver- proposal to add diversity exit requirements.

NORTHERN IOWAN

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EXIT

continued from page 1

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important than the total dollar amount.

“For example, Missouri State, whose athletic figures were used for comparison, has nearly 25,000 students – nearly double that of UNI,” Bernhard said. “If students subsidize 8 million dollars to athletics at Missouri State, for example, and only 4 million here, [hypothetically] students are paying roughly the same on a per student basis.”

In regards to a student fees increase, NISG Director of Administration and Finance Danielle Massey questioned Harris about a previously proposed plan to increase student fees, a plan which was brought to the student fees committee before Harris entered his position as Athletic Director.

Massey said she did not want to see the plan continued under Harris.

“I have never been in support of it, and the Student Fees Committee has been very wary of it as well,” Massey said.

Harris and West first gave the same presentation to the faculty senate in order to proactively inform the faculty about the academic performance of student athletes and the aid they receive.

LETTERS TO THE EDITOR

Letters must be less than 300 words in length and are subject to editing. Not all submissions will be printed. Send submissions to fishenab@uni.edu.

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PAGE 3

OPINION

UNI prof: ‘Student evaluations of teachers should be abolished’ OCTOBER 31, 2016

GUEST COLUMN

DENNIS CLAYSON

Professor,

College of Business

Recently, an article published in the Northern Iowan weighed the possibility of making student evaluations of teachers (SET) public. Pros and cons were presented, but the discussion ignored a central and more compelling question: Why have them at all?

Defenders of the SET process typically advance several justifications for the present system.

1. SET is a valid measure of the quality of teaching.

2. The process will improve instruction.

3. SET allow administrators to reward instructors who are performing well in the classroom and who really “care” about their students.

4. Bureaucrats demand it.

None of these (except for bureaucratic complexity) are sustainable under closer scrutiny.

The evaluations are not valid enough to justify the way they are currently utilized. There are many different types of validity.

The pertinent ones depend on how the evaluations are done and, more importantly, their purpose. Being told that SET is valid, in a universal sense, is like being told that you don’t need AC and only a light jacket to live in Iowa because the yearly average temperature is 50.9 degrees.

The issue of measurement is key. What is the SET instruments designed to measure?

UNI, like most universities, has

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gone to great lengths not to define this.

Consider a John Deere engineer who creates a new measurement instrument. It is elaborate and expensive and required the input of numerous individual and groups. A manager finally asks the pertinent question, “What is this thing supposed to measure?” The engineer replies, “I don’t have a clue, but it should be adopted by everyone.”

Do instructors who get higher evaluations produce students who have learned more?

In other words, are SET scores positively related to learning?

No. At one time they may have been, but recent meta-analyses of results from higher education have found no relationship between objective learning and the evaluations for the last two decades.

In fact, recent research has shown negative correlations if 1) students are not allowed to select their own sections of a class, and 2) stringent statistical controls are utilized.

Does instruction improve when SET systems are in place? As students are well aware, there appears to be no relationship between the quality of teaching and how often instructors are evaluated. Even defenders of the process and those who make a living pushing the use of SET like Peter Cohen, have stated that there is no improvement unless outside experts are brought in to interpret the process.

Ask some another questions: Since almost no universities used this system in the past and almost all do now, has education improved? Do students come out of college better prepared?

Are they happier? Has society improved? Even if you live in a cultural bubble and said “yes” to these questions, it would be almost impossible to connect your opinions with the universal usage of SETs. If the evaluations don’t measure learning and they don’t

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necessarily improve the quality of education, what do they do?

Good question.

Other than take up a lot of time and expense, they appear to do three things.

1) They are a good measure of the average “popularity” of an instructor. Several research studies by UNI faculty have shown that SET could be replaced with a personality inventory with almost no change in anything at all.

Having popular teachers does have some merit.

Certain administrators live and die based on enrollment numbers. Having happy students is not an unworthy goal.

However, the reasons a teacher may be “popular” are not always positive. Consider the following: Suppose a hospital judged their surgeons the way faculty are evaluated. Surgeons would be promoted, both in the PR and administrative sense, based on their popularity with patients measured with evaluations filled out BEFORE their operation.

2) They allow faculty and administrators to feel good about themselves. I have been doing this professor gig for over 40 years. In that time span, I have met exactly three professors who did not believe they were master teachers. It is the universal conceit of our occupation.

Students are very generous and SETs are highly skewed, which means that, on average, most get high evaluations. The instructors are saying, “I know I am a master teacher, and my students agree. SETs are obviously wonderfully valid.”

3) As one critic put it, the main advantage of the SET process is that it allows administrative sloth and student crowd control.

In addition to other problems, the SET process is filled with legal and social landmines. They appear to advance discrimination. A new line of research has shown that gender

VOLUME 113, ISSUE 19

NI ARCHIVES

College of Business and Administration professor, Dennis Clayson, addresses an NI article published Oct. 17. Northern Iowa Student Government and the faculty union weighed in on the prospect of making student evaluations of teachers public. Clayson wants them abolished.

discrimination has once again raised its ugly head in the evaluation process.

Women in some disciplines get lower evaluations than men.

Black men typically get lower evaluations, as do instructors in harder disciplines. Math and accounting teachers get lower scores than those in psychology and music. Better looking instructors get higher evaluations.

Several large-scale studies have concluded that SET give a much better picture of students than it does of instructors. Yet, universities, including UNI, continue to base merit pay, tenure and promotion on instruments with weak to nonexistent validity, in which campus wide comparisons are made irrespective of discipline, gender, race and other biasing influences.

Administrators say they know what is “really happening” and they will adjust for such

things, but that only puts us back to the time when administrators made these important decisions by themselves. The apparent difference is now they have SETs filed away somewhere in case an administrator later needs to cover their behind.

In summary, the SET process is: Small nonrandom samples from biased observers with questionable instruments subject to statistical analysis of unwarranted scales is used to determine a hypothetical construct that no one will define.

Is there a SET that would make sense? Yes. But only if the goal was better teaching.

Simply ask three questions: 1) What went well in this class?

2) What could be done to make the class better?

3) What is your name?

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PAGE 4

OCTOBER 31, 2016

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CAMPUS LIFE NORTHERNIOWAN.COM

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KATIE BAUGHMAN Campus Life Editor

VOLUME 113, ISSUE 19

FILM REVIEW

Tyler Perry’s newest Madea flick JOSHUA ROUSE

Film Critic

Tyler Perry’s ninth outing as the aggressively profane granny tells the story of Brian Simmons, a sheepish father, trying to do what’s right for his rebellious daughter Tiffany.

When Brian leaves for work over the weekend, he asks Madea to house sit and make sure Tiffany doesn’t sneak off to a frat party that’s taking place on Halloween night. Sure enough, Tiffany goes against her father’s wishes and chaotic hilarity ensues as Madea unleashes her unique brand of justice on the unsuspecting fraternity in “Boo! A Madea Halloween.”

Directing 3/5 With this being the latest of many other Madea productions, director Tyler Perry has certainly got the rhythm down of his characters and the over the top predicaments they often find themselves in. While it’s nothing top notch, as with the rest of the Madea series, this latest entry won’t win over any newcomers. However, it’s sure to satisfy longtime fans.

Perry has always had an intriguing talent for having family drama, lesson learning and wild antics mix together in an evenly paced plot. It is because Perry can execute this structure so well that “A Madea

TRIBUNE NEWS SERVICE

“Boo! A Madea Halloween” was released on Octocer 21 and has gained a 24% critic score and a 65% user score on Rotten Tomatoes. The film follows Madea as she house sits for a friend and ensures his daughter is out of harm when attending a frat party against her father’s wishes.

Halloween” is entertaining to watch.

Writing 3/5 The mix of humor and drama are surprisingly even throughout the course of the film. For a majority of the film, there is quick-paced verbal humor with some slapstick mixed in. But when the dramatic elements come to play, it doesn’t feel forced.

“A Madea Halloween” gets serious at the most natural points in the plot and that makes these scenes more impactful; they hap-

pen when they need to happen and not a moment before. The message at the center of the film is, thankfully, never too preachy.

While some jokes and one-liners are missed or are slightly ill-fitting, the humor is all in good taste, riding the line between vulgar and appropriate, dipping in on either side when it needs to. In this way, the jokes in the film are never eye rollingly raunchy or a drag out dud fest.

Some scenes or dialogue may seem unnecessary or

pointless at first but they eventually work together to move the plot along.

Acting 2/5 The highlight of this movie is Tyler Perry as Madea herself. Her violently overreactive yet caring personality, is an entertaining performance to watch.

Perry also plays the dad, Brian, along with Brother Joe, Madea’s brother and Brian’s father. Joe and Madea are engaging to watch, but Perry’s performance as Brian could have used more conviction.

Cassie Davis and Patrice Lovely as Aunt Bam and Hattie Love respectively round out the foursome made of themselves, Madea and Joe. They are a jovial bunch, riffing off each other and a large source of the comedy in the film. The rest of the cast, including Diamond White as Tiffany, Liza Koshy as her friend Aday, and Yousef Erakrat as the fraternity president Jonathan are decidedly one note characters.

Overall “Boo! A Madea Halloween” certainly isn’t for everyone. If you are a fan of Tyler Perry’s Madea and her wild antics, then you’ll find much of the same amusement here. If not, then feel free to pass this up for a scarier flick this Halloween season.

TL, DR: Too Long, Didn’t Read

+Quick paced tasteful humor +Evenly paced jokes and dramatics +Besides Madea and co, so so acting from rest of cast.

PANTHER PORTRAIT:

Student Panel during You Matter at UNI

MADISON BENZING/Northern Iowan

Student panelists Katelyn Melcher, Tanner Filip, Chelyzie Miller-Bailey and Grace Ritter weighed in on the conversation talking about their mental health experiences during Mental Health Awareness Week. For more information regarding mental health or counseling services, call UNI’s Counseling Center at (319) 273-2676.

KATIE BAUGHMAN Campus Life Editor

OCTOBER 31, 2016

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CAMPUS LIFE NORTHERNIOWAN.COM

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VOLUME 113, ISSUE 19

PAGE 5

PAGE 6 DYLAN PADY Sports Editor

OCTOBER 31, 2016

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SPORTS

NORTHERNIOWAN.COM

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VOLUME 113, ISSUE 19

UNI beats WSU but falls to MSU

VOLLEYBALL

BRENNAN WHISLER

Sports Writer

The UNI volleyball team played a pair of important matches this weekend against Wichita State

and Missouri State. Going into the two games, the Panthers were third in the Missouri Valley, while MSU and WSU were tied for first.

UNI did as well as could be expected, completing a sweep of WSU on the season after sweeping them on Friday by a set score of 26-24, 25-18 and 27-25.

The second half of the weekend was not as successful. UNI lost to the Bears 25-19, 19-25, 21-25 and 21-25. This put an end to UNI’s eight game winning streak.

UNI started the match against the Wichita State Shockers by falling behind early 9-3. A 6-0 run by UNI, however, put the Panthers

up until WSU gained the lead at 23-22.

UNI put them away by scoring two in a row after a tie at 24. The Panthers proceeded to roll the Shockers in the second, UNI never trailing in that set despite four ties early on.

WSU was on their way to extending the match as they led UNI the entire set until a tie at 23. To reach the set win UNI had to battle back from a 13-20 deficit, to which they used a huge 6-1 run to narrow the gap.

Senior Amie Held led the match with 14 kills. She also added a match best three aces against one error.

Sophomore Bri Weber was a dominate force at the net

with seven blocks, two of them were solo. Sophomore Heather Hook recorded the lone double-double of the match, 33 assists and 10 digs.

The first set against MSU saw an even match up, one in which UNI pulled away late. The proceeding three sets were all MSU. UNI never saw an in-set lead and the only time there was a tie was at the 0-0 start of each set. Held shined once more. She recorded 21 kills, 14 digs and two more aces.

Weber pulled a double-double as well: 12 kills and 15 digs. This is the second time this season UNI has lost to MSU. As UNI’s winning streak came to an

end, the Bears streak itself grew to nine in a row.

This 1-1 split keeps UNI in third place in the Valley tied with Southern Illinois.

WSU is in second place; while MSU maintained the number one spot, but now alone.

UNI is half a game behind the Shockers and are 1.5 games behind the Bears.

With five games left until the Valley Tournament, UNI’s schedule is fairly doable with few chances of failure.

UNI has one game this weekend against Drake University. There is still time for the Panthers to finish no worse than third in the regular season.

SOCCER

Panthers finish regular season with 2-0 loss KEVIN DEITRICK Sports Writer

On Thursday, October 27, the UNI Women’s soccer team traveled to Normal, Illinois to take on the Illinois State Redbirds. This was the game UNI was looking to grab some momentum from as they head into the conference tournament by stealing a win from the Redbirds home turf.

At the end of the contest, however, the Panthers would fall to the Redbirds with a final score of 2-0.

The match was once again a close, defensive game.

Neither team scored until the

second period, with 10 seconds left in the game. On the 80th minute, Illinois State’s Brianne Richards got the assist from Kelli Zickert to score her fifth goal of the season and put the Redbirds up 1-0.

Not even two minutes later, Zickert scored her fifth goal of the season to make the score 2-0. The Panthers were unable to get their offense going in this game and would finish the game down 2-0.

Illinois State outshot UNI 29 to 7. Despite such a large difference, the Redbirds were only able to score two goals.

UNI’s goalie Maddie Lesjak finished the game with

eight saves but also allowed those two goals. Morgan Teel led the team with three of those seven shots with Sarah Brandt coming in second at two.

UNI’s offensive woes continue. The team has only scored five goals total in their last six matchups, dating back to Oct. 2, while giving up a combined seven goals.

At the end of the regular season, Sarah Brandt emerged as the team’s most prolific offensive player. She led the team in goals (6), shots (42) and shots on goal (22).

Since taking over at goalie, sophomore Lesjak has been

one of the best goalies in the conference. She finished with a record of 6-3-1, allowing 11 total goals, with five shutouts. The Panthers were just 2-4-1 before she took over for senior Whitney Blunt.

The Panthers finish the season 8-7-3, with a conference record of 2-2-2, which is good for third in the Missouri Valley.

Illinois State finished on top, with an undefeated 5-0-1 record in the conference, and a 12-5-2 record overall.

Evansville came in second with an in-conference record of 3-2-1 and 4-11-2 overall.

Looking ahead to the conference tournament, the Panthers will play Loyola in

the first round.

Loyola was placed sixth in the conference at 2-4 with an overall record of 4-11-2.

The Panthers would then fall to Loyola with a final score of 1-0. They finished with eight shots on goal, two saves and six corner kicks compared to the Ramblers zero.

FOOTBALL

continued from page 1

Capping off a solid drive, Dunne found Jaylin James for a 17-yard touchdown to pull the Panthers to 21-13. On the subsequent drive, NDSU tacked on a little security with a field goal early in the fourth quarter.

However, UNI wasn’t done yet, and put together another solid drive capped by a Dunne to Briley Moore for a touchdown pass. This made the score 24-20 with a little over 12 minutes left, but that score would stand. NDSU shut down UNI after that point and held on to win.

UNI was led offensively behind two touchdowns and 216- passing yards from Dunne. Dunne, however, threw four interceptions and was sacked three times.

Defensively, Damon

LOGAN WINFORD/Northern Iowan

Michael Malloy (31) looks for a hole to develop as he rushes the ball against the Bison’s defense. Malloy finished the night rushing for 18-yards.

Hendrix led the way with a dozen tackles. Karter Schult added yet another sack to his list, extending his NCAA Division 1 lead.

Malcolm Washington and Elijah Campbell pulled down an interception each.

This setback drops UNI to 3-5 on the season, with only three games left. The Panthers travel to Terra Haute, Indiana next week for a matchup with the Sycamores of Indiana State. The game is set to kick off at noon.

LOGAN WINFORD/Northern Iowan

UNI’s offensive lines up behind quarterback Eli Dunne. NDSU’s defense sacked Dunne three times for a total loss of 20 yards on Saturday.

PAGE 7

FUN & GAMES

HANNAH GIBBS Managing Editor

OCTOBER 31, 2016

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VOLUME 113, ISSUE 19

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Our assumption of: $100K, with a 6% rate of return, over a 30-year time period, with fees at a constant (.52%), saves an investor $92,523.91 — versus paying fees at the mutual fund industry average (1.25%). This is a hypothetical illustration. These returns are for illustrative purposes only and do not reflect actual (product) performance, which will fluctuate.

TIAA-CREF Individual & Institutional Services, LLC. TIAA-CREF products are subject to market and other risk factors. C32769

PAGE 8

OCTOBER 31, 2016

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CLASSIFIEDS

NORTHERNIOWAN.COM

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HANNAH GIBBS Managing Editor

VOLUME 113, ISSUE 19

Allen College

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Associate of Science in Radiography (ASR)

Master of Science in Occupational Therapy (MS in OT)

Bachelor of Health Sciences (BHS)

Master of Science in Nursing (MSN)

 Diagnostic Medical Sonography  Medical Laboratory Science  Nuclear Medicine Technology  Public Health  Dental Hygiene

 Nurse Practitioner tracks in four areas  Nursing Education  Nursing Leadership  Community/Public Health Nursing  Leadership in Health Information Technology

Bachelor of Science in Nursing (BSN)  Traditional Option  Accelerated Option - Hybrid - On-Ground  RN-BSN

Doctor of Nursing Practice (DNP) Doctor of Education in Health Professions Education (EdD)

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(319) 226-2014 or visit allencollege.edu