“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 PONDERWhat 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 NCAAWhat 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