Indiana Statesman runs “College Sports Myths” series

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garyd63

The Starter Level
It’s good to see that over at the Indiana Statesman the editors have the smarts and the courage to run these damning graphic summaries of the misunderstandings (and failings) of College Sports, Inc.. You can find the source of their excellent series here:

Eight Myths About College Sports

It would be informative to hear ISU Athletic Department and President Bradley’s clear and detailed responses to this “Eight Myths” information. Shouldn’t we (public taxpayers and students) know how ISU fits into this sorry picture?
 

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Considering that the Statesman has taken a beating on this board for its deliberate failure to cover ISU sports effectively, I doubt anyone will be impressed.
 
There are going to be a lot of eye rolls over this one.
This is the same "newspaper" that thinks we want to hear about the editor's sex life?

This is funny... what are the first THREE top myths?

College Sports are incredibly profitable
College Sports pay for themselves
College Sports pay evenly for athletes vs students.

All of those, they say are absolutely false... right??

So, what is their number 1 recommendation?
Allow college athletes to get some of the money they generate!

Wait!!! I thought that profit was a myth???
And if we did that.... wouldn't Myth number 3 get even bigger??


And Myth number 5... why don't they put the graduation rate of the non-athlete up there?
Myth number 6... student athletes can get other jobs... just not selling their celebrity/memorabilia

And NONE of us are buying Myth number 8. Go talk to Butler...
 
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And here I thought Big Ole Gary was gone like the wind....

...but he was just hiding in the weeds waiting to spring out again. : > )
 
Ah, the power of myths--and the usual attacking the messenger rather than responding to the message.
 
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Ah, the power of myths--and the usual attacking the messenger rather than responding to the message.

Who's attacking whom? and were is my response to the post?
Why did you only respond to Tom and leave my discussion alone?
 

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Yeah, there are a lot of myths that I'd like to dispel....

especially about college instructors. Like the ones about them being fair-minded, even-handed thinkers. And those about college instructors not pushing an agenda. But we don't have the time or the space to get into all that. : > )
 
Who's attacking whom? and were is my response to the post?
Why did you only respond to Tom and leave my discussion alone?

Because you arose a question he couldn't answer that invalidated his argument thus it doesn't Count. That's play one in gd63s playbill.
 
I'm feeling surrounded by hostiles, not a sympathetic (or understanding) post in support of what is really a very mild criticism of College Sports, Inc.. I would just remind people to read again the statement preceding "Eight Myths . . ." page. Here it is:

Have you ever been engaged in a conversation regarding college football when someone tells you that these sports programs make millions of dollars for their schools? Or perhaps someone has come up to you and told you that the only reason we see the likes of Alabama, Oklahoma, Florida and USC at the top of the BCS rankings year after year is because they spend more money on their programs, and the more you spend, the more successful you are. Well how about if I told you that the above statements are both false? Would you believe me?

The truths in the effective puncturing of these myths are aimed at the know nothings that too often populate the sports radio call-in shows. But if the mythic shoe fits you, I guess you're going wear it.

Now "Eleven"

Now “Eleven” feels snubbed, so I will respond, ever so briefly:

1. I missed the “editor’s sex life” edition, is it a sports myth that editors have a sex life?

2. The first two myths are not presented as being “absolutely false.” Myth #3 on athlete vs. student expenditures is again an on the average thing. Williams, Harvard, Yale etc. may do much better by their students then say the Running Rebels or the Longhorns.

[Eleven does take us into a whole other area of discussion: Can any of these worshipped myths, these crimes and misdemeanors, be fixed? ]

I think you are stating that the Myth Busters are catching themselves up in an internal contradiction by proposing to pay college athletes. You are right if the reason for this pay is to have better athletes that win more games that attract more fans blah, blah, blah. But this reform is usually put forward by those who are worried about the meager care and feeding of athlete-students (see Myth #4) in comparison to the munificent paydays their coaches get. The Myth Busters fumble here, or they are arriving at Hulman Center to play a game that is being held out of town. Their “solution” needs to be tied in with the myths they reveal.

3. Graduation rates of athlete-students are, well, graduation rates of athlete-students. The myth here is that this number is much larger because that’s the impression College Sports, Inc. cultivates. And, I might add, so do their accomplices in making big bucks for themselves, the Sports Media Empire.

4. Myth #6 is really a variation on Myth #4 and the whole pay for play solution/scandal waiting to explode. However, I would guess (and we’ll never know) that top recruits for the hard work in the factories of College Sports, Inc. hear very little about alternative work beyond the pro and coaching path. Kids and their parents are sold dreams of the big score after college and too often end up back on the block with nothing but bad knees and the effects of concussions.

5. I don’t recall Myth #8 mentioning an outlier such as Butler. It deals with averages not specific cases. Success on the playing field does have what has been labeled the “Flutie Effect.” It’s neither lasting nor significant. And counting on it to increase enrollment, attract high level faculty, get big bucks from a donor to bolster the resources of the library is about as likely to happen as Doug completing one of those Hail Mary passes every game he played in.
_____________

My original challenge stands: It would be informative to hear the ISU Athletic Department and President Bradley’s clear and detailed responses to this “Eight Myths” information. Shouldn’t we (public taxpayers and students) know how ISU fits into this sorry picture?
 
University President Beverley Pitts thinks the spotlight might help with enrollment. "For students, this kind of thing is what helps identify universities," she says. "It's how they know the names of universities. It may not be how they make that final decision, but, for students to know that U Indy is here, it was a neat enough place for the Giants to practice, means maybe I'll take a look."

Pitts anticipates a bump in applications and overall interest.

President Pitts [the above is cited on another thread on this forum] seems to be unaware of Myth #8. More likely, she is well aware of the fact that athletic success does not create significant benefits for schools that are of a lasting nature. (She hints at this by only "anticipating a bump in applications." Perhaps she does know about the "Flutie effect.")

Presidents of universities often support the myths of college athletics because they are either 1) under the influence of boosters and booster trustees, or, (a variation of 1), 2) are ready to go along with their Big Buck Programs (costly and non-educational as that may be) they see no ready alternative to throwing flawed “traditions” in the ditch. The first reason is craven timidity, the second is due to lack of curiosity and power to innovate.

Myth #3 appeared in the Indiana Statesman this week. The question/request continues to hang out there:

It would be informative to hear ISU Athletic Department and President Bradley’s clear and detailed responses to this “Eight Myths” information. Shouldn’t we (public taxpayers and students) know how ISU fits into this sorry picture?
 
Gary, are University of Phoenix, Ashland, Kaplan or Walden University reputable educational institutions? Would you pursue a masters degree from these places or recommend that anyone else do so?
 

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Gary, are University of Phoenix, Ashland, Kaplan or Walden University reputable educational institutions? Would you pursue a masters degree from these places or recommend that anyone else do so?

I know / work with some folks who have Phoenix degrees; good folks, all are / were grad students of Phoenix. For some, it works well with their work schedules, some like the fact that all of/ most of the Phoenix profs are working pros as well.

Haven't worked with anyone who admits to a Ashland, Kaplan or Walden degree...
 
Funny you should ask about (among others) Phoenix University. It's a mess in my opinion, but I wrote this about its founder many years back. . . read on:



John G. Sperling was the greatest teacher I ever had, and I’ve had many. He was an Assistant Professor of History at Northern Illinois University, in DeKalb, Illinois. I was lucky enough to have him for two courses as an undergraduate. I took these courses as a history major and came out a history major. This is not a “he changed the course of my life” story. But then again, perhaps it is.

Undergrads then, and I suspect continue to be, more impressed by style than by substance when it comes to remembering and ranking their teachers. (I shudder when I think this is the case in these days of specious “accountability” evaluations.) This guy had style that wouldn’t stop. He could prance, he could dance, he could really do the blackboard boogaloo. When the class started it was show time--but with a difference.

That difference was that he knew his stuff, front and back, in and out. The surface style that was so captivating at first was soon replaced by awe for what he knew and then, of far greater importance, for what we, his students, started to know and question. Classes did not end with his last word. They did not end when the group I hung with left the cafeteria after one or two hours of discussing what was said in class that day. For me, they have not ended to this very day.

On any given day in class, this teacher might, in organized detail, expound on the revolutions in Europe that took place in 1830 and 1848. Along the way, he pointed out the differences between the two and their relation to the ideas of the French revolution. Arresting personal and ideological portraits of key figures was part of the magic. Concluding remarks and discussion included how all of this did or (just as importantly) didn't relate to our personal lives and the temperature of the Cold War society and culture in which we were living. He did this through the traditional teaching style of lecture interspersed with questions to and from the class.

This “lecture,” however, was closer to what I imagine Shirley Maclaine’s channeling might be. It all seemed to come from a well deep in the man’s being. As he paced, and spoke, and questioned, stopping only to write in a sweeping scrawl a philosopher-revolutionary’s name, an obscure place name, or the author and title of some book on the blackboard, the scene resembled observing a medium in a trance. We all were entranced.

I remember Professor Sperling once being asked the awkward question we all wanted to ask: “How do you know so much?” His answer was modestly matter of fact, while at Cambridge University he read the equivalent of a book a day. He recommended this practice to all of us.

When I was about to graduate, I met Professor Sperling in the hall one day. He bestowed a wonderful compliment on me by asking me my plans and encouraging me to go on to graduate studies in history. When I told him my plan was to teach at the high school level all he said to me was, “Good luck” and “For God’s sake, make them think!”

This wonderfully inspiring teacher, John Sperling, recently published his autobiography. When I picked it up I eagerly looked for the section on his time at Northern Illinois University. His comments on those bright shining times at NIU take up all of two paragraphs and are best wrapped up in this sentence: “Columbus had been depressing, but to me DeKalb, Illinois, was the dregs.” That’s OK with me. His classes did not reflect any of these feelings for the place in which he found himself.

Professor Sperling’s book has the ungainly and self-promoting title, Rebel With A Cause: The Entrepreneur Who Created the University of Phoenix and the For-Profit Revolution in Higher Education. It tells the story of a man born in poverty in the Missouri Ozarks (a long, long way from Cambridge University) who goes on to establish the Apollo Group, America’s largest internet higher education company, boasting 125,000 students and, in 1999, having revenues of $500 million. It continues to grow and is much copied.

Today, Professor Sperling has turned his searching mind and considerable personal financial resources to such projects as Seaphire International, “an effort to expand the world’s food supply by developing salt water agriculture suitable for third-world countries” and what he calls “demilitarizing” America’s “War on Drugs.”

Living up to the spirit of his title and the nature of the teacher I remember, Sperling notes early in his book that, “I have learned far more about how to conduct my business affairs from such novels as: Tom Jones, Emma, Notes From the Underground, The Red and the Black, Death Comes to the Archbishop, and The Great Gatsby than I ever have from reading a business book.”

If there are lessons in his life story, Sperling suggests we “find” and “choose from among them.” In this he’s still saying: “For God’s sake . . . make them think.”
 
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Only reason I ask is because the graphic above links to OnlineMastersDegree.com. That site is simply a spam website advertising for those 4 online institutions. Just found that interesting, but I'd imagine there is some agenda there, no?
 
Wonderful story, Professor Daily. Now I understand a little more about MYSELF and WHY I enjoyed your two (2) Afro-American History classes and Women in America class during my early 70's ISU undergrad dayz.
 

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As a "moderator," you know better than to resort to name calling. It was my understanding that this forum has SANCTIONS for such violations.

Did I ever say who was a troll? I don't believe I did. And as a person who regularly steps over the line you should probably read your own message.
 
Did I ever say who was a troll? I don't believe I did. And as a person who regularly steps over the line you should probably read your own message.

Given the timing of your post, the inference was clear...immature & childish. At 24+ yrs. of age, you should be beyond this.
 
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