West Virginia Says It’s Too Poor To Support Its Only Major University

As students and faculty prepared for the start of the new academic year this month, the president of West Virginia University, Gordon Gee, made a startling announcement: he’s eliminating 169 faculty jobs, about 16% of the full-time professors, and dropping 32 undergraduate and graduate degree programs, including all of its foreign language programs.

No foreign language classes? No French, Spanish, Chinese, Russian, anything other than English? Apparently not–and in response to questions, the university suggested that students might be offered an online app instead. It’s not just humanities, either: WVU is also getting rid of its graduate program in mathematics.

These cuts came as a shock to the students and faculty of WVU, who are understandably dismayed. The university administration says it’s just about money, as they face a $45 million deficit that they must do something about.

I’m not buying it. What really seems to be going on (and this is not unique to West Virginia), is that the state has steadily cut its support for WVU over the years, creating ever-larger deficits. The problem now is that the current president, Gordon Gee, seems to be saying that’s all fine with him. He didn’t even ask the state if it could help before he imposed these drastic cuts: as quoted in the Washington Post, Gee said “If I had gone down and asked for $45 million from the state legislature, they would have thrown me out.” Perhaps, but did you even try?

In the same article, State Senator Eric Tarr (R) also said he “wholeheartedly” believes that WVU president Gee is doing the right thing. And yet in the same interview, Sen. Eric said “We have never not supported WVU.”

Hmm, really? Over the past decade, the state has cut its support for WVU by 36%, or nearly $100 million. So it’s pretty clear that the legislature is not supporting WVU, at least not like they did in the past.

With support like that, who needs detractors?

According to one analysis, if West Virginia’s legislature had simply kept WVU’s funding flat for the past decade, WVU’s deficit right now would be far smaller, just $7.6 million rather than $45 million.

President Gee, did you ask the legislators about that?

I can’t help noting that WVU just renewed Gee’s contract for another year, at $800K per year. So they do seem to be able to come up with money for administrators. Gee’s only the 4th highest-paid WVU employee, with the football and basketball coaches each making over $4 million. I wasn’t able to find out how much WVU paid the consulting company rpk Group, whom Gee hired to come up with these severe cuts, but I’ll bet they weren’t cheap.

The state of West Virginia has only one R1-class research university, West Virginia University, with some 25,000 students on its main campus in Morgantown. If this trend continues, the state might no longer have even one major research university. That’s too bad.

And despite what WVU’s Gee and the consultants he hired might claim, this is not just about money; it’s about priorities. Currently, only five states don’t have an R1 level university: Alaska, Idaho, South Dakota, Vermont, and Wyoming. Does West Virginia want to join that club?

It’s true that West Virginia is one of the poorest states in the U.S., with a poverty rate of 16.8%. But can it really not afford even one major university? For West Virginia residents, WVU is the only R1 university that most of them can afford, because in-state tuition is far cheaper than out-of-state tuition at any other state university.

The way to fix this problem isn’t to eliminate the core elements of a college education, which include foreign languages. The fix is simple: the legislature should step up and say they truly support WVU, and cover its deficit without eliminating any programs. Then they should find a university president who is willing to ask for the funds that a major university needs. I’m sure they can find someone willing to do the job, maybe for even less than $800K per year.

It's not okay to open universities without universal coronavirus testing

Paper strip COVID-19 test developed at MIT
and the Broad Institute

Over the past week, many universities, including my own Johns Hopkins University, announced plans for re-opening this fall. As expected, almost all of them will re-open.

Most of the plans for re-opening are entirely predictable, involving lots of social distancing rules, but in some cases they appear to reflect a mindset that seems more driven by fear of legal liability then genuine concern for everyone's health. If they really care, universities should offer testing to everyone on campus–students, faculty, and staff–and they should make the tests frequent and mandatory. So far, most are not doing this, with exceptions including Cornell University, Yale University, MIT, Dartmouth, and a few others. (Many schools, including Hopkins, haven’t announced a testing plan but yet implement one. Duke and Penn have announced that students will at least be tested initially upon their return.)

It's not really that hard, and it's not that expensive, to offer testing to all students. Let me explain.

Most universities (I've read a dozen or more re-opening plans, but I'll go out on a limb and say "most") plan to open with a mixture of in-person and online classes. In-person classes will be smaller, with students spaced apart in large rooms, and masks required. Larger lectures will be offered online, much as we did this past spring. Universities are also offering students the opportunity to opt out and take a temporary leave of absence if they're not comfortable returning.

Universities know that most students will opt to return. After all, what else can they do? In a normal world, students could take time off to travel, or pursue an internship, or study elsewhere; but in our COVID-infected world right now, there's simply nowhere to go.

So the students will return, and universities will require them to agree to practice social distancing, wear masks, blah blah blah. The students will agree to all these restrictions, and then they will behave like college students everywhere.

In other words, students will get together without masks, party late into the night, and generally share whatever infections any of them have. Luckily for students, the 18-24 year-old age group has very low risk of serious illness from COVID-19. Most of them will recover quickly.

The same is not true for faculty, staff, and the communities around our universities. Many of us (myself included) are far more vulnerable to serious complications if we get infected, and students will unintentionally be vectors for spreading the virus. Without testing in place so that we know who's infected, this is highly likely to happen.

We could greatly reduce the risk of viral transmission if we had universal testing of everyone on campus. This would have to be followed by contact tracing, which we can do with a smartphone app, and isolation of infected individuals. There are now several ways to offer coronavirus testing, and perhaps the most promising is a simple, saliva-based test that only costs a few dollars.

These new tests are based on very elegant CRISPR technology designs; one was described publicly by scientists from MIT, the McGovern Institute, and the Broad Institute in early May (with a preliminary version in February), and another was described publicly by scientists from UC San Francisco and Mammoth Biosciences in mid-February. At least 3 companies–E25Bio, Mammoth Biosciences, and Sherlock Biosciences–are now gearing up to manufacturer these tests, and the cost will be just one to five dollars.

The new paper-strip test couldn't be much simpler: you simply spit into a tube, and then place a specially-treated paper strip into the saliva. (Several other variants on this process are in development.) After some simple processing using inexpensive, widely available equipment, the strip then changes color if the coronavirus is present. The whole process takes under an hour. 

An alternative to the paper strips is a home-grown virus detection process using modern DNA and RNA sequencing technology. Most major universities (including my own) have this expertise on campus. Working with colleagues at Hopkins, we estimated that we could "roll our own" large-scale testing technology for about $10 per test, with 12-hour turnaround time, and that we could test everyone at least once a week. Not as good as the paper strips, but far better than doing nothing.

Meanwhile, the only FDA-approved tests, based on RT-PCR technology, use nasal swabs, which are far more invasive and difficult to use (you have to stick those swaps deep into the nasal cavity), and cost $50-$100 per test. Either of these reasons suffice to make nasal swab testing impractical as a universal testing method. 

I've already heard objections to these newer tests. The most common refrains are (1) they sometimes have false negatives, meaning that an infection is not detected, and (2) they're not FDA approved. To both of these I have the same response: so what? Is it better to bring back thousands of students, to mix and mingle with hundreds (or thousands) of faculty and staff, and not provide any testing at all? No.

Without a cheap, FDA-approved test, universities have an excuse to take the easy way out: bring everyone back, make them promise to socially distance, and don't offer any testing. Under this scheme, we won't have any way to know who's infected. Many professors and university employees have expressed alarm, and some have signed petitions asking for the right to teach remotely. 

I agree that universities should re-open this fall–indeed, I think it's imperative to do so, in order to start bringing the world back to normalcy. But universities can't keep pretending that a set of social distancing rules, combined with a mix of online and in-person classes, is enough. 

Many of us don't care if the coronavirus test is FDA approved, and we know it's not perfect. The tests are already quite good, as peer-reviewed papers have shown, and they'll get better. Universities can offer these tests or others to everyone on campus. Cornell University has announced that it will do so, as have Yale, MIT, and Dartmouth. I hope every other college and university, including my own, will do the same.

Football has corrupted our universities. Time for it to leave.

The University of Maryland, College Park began their first
game of the season by honoring their teammate Jordan
McNair, number 79, who died during a May 2018 practice.

The University of Maryland, where I was a professor for six years, is embroiled in a football scandal that started with the tragic death of a young player, Jordan McNair, who died of heat stroke during practice. On an especially hot day in late May, the coaches were driving the players too hard, and when McNair collapsed, they failed to immerse him in cold water, which might have saved his life.

This past week, as the results of a 192-page inquiry were being leaked to the press, the university's Board of Regents has been meeting this weekend to decide what actions to take. According to the Washington Post and the Baltimore Sun, the board is considering whether to fire the coach, DJ Durkin (who has been on administrative leave since early September), the president of U. Maryland, Wallace Loh, and the athletic director, Damon Evans.

The University of Maryland has made one mistake after another with its football program, as I've pointed out again and again. Let's look at a timeline:

2010: in virtually his very first major decision as president, Wallace Loh approved the hiring of a new coach (Randy Edsall) and a $2 million payout to the old coach (Ralph Friedgen), who was pushed out a year early. This was at a time when the entire university system was in the midst of a 3-year hiring and salary freeze, which included unpaid furloughs (basically, pay cuts) for almost all employees. Not for football, though.

2011: UMD doubled down: in order to invest more in football, the university eliminated 8 other varsity sports, all of them sports that are healthy for students and that don't carry any risk of permanent brain damage. Here's what they cut: men’s cross-country, indoor track, outdoor track, men’s swimming and diving, men’s tennis, women’s acrobatics and tumbling, women’s swimming and diving, and women’s water polo. Loh's argument at the time: "should we have fewer programs so that they can be better supported and, hence, more likely to be successful at the highest level? Or, should we keep the large number of programs that are undersupported compared to their conference peers?"

It pains me to read these words again. Is this what "successful" means for a major university? That its football team wins a few more games? Meanwhile, hundreds of students who played those other sports, all of which likely enriched their lives and their health, were left without teams.

2012: Maryland left the ACC, to which it had belonged for over 50 years, and joined the Big Ten conference, a move that was supposed to make more money. Never mind that it would require the players to travel much longer distances for games at other schools in the Big Ten. Never mind the $50 million exit fee to leave the ACC.

2015: Deja vu! Maryland football was still losing, so they fired the coach again, giving him a $4.7 million payout from state funds, to hire another new coach, DJ Durkin. The coach they fired, Randy Edsall, was the guy who was supposed to take the Terrapins "from good to great." That worked out well, didn't it?

2017: How is that team doing, anyway? Overall record 4-8, tied for dead last in the Big Ten's eastern division. What was it that president Loh said again about being successful at the highest level?

2018: Under coach DJ Durkin, a team practice on a very hot day causes the tragic death of a young player, Jordan McNair.

This slow-moving disaster illustrates what I've pointed out before:

• Universities have no business trying to run a big-time sports entertainment business–and make no mistake, that's what NCAA Division I football is.
• They're often very bad at it, as Wallace Loh and UMD have illustrated.
• Universities treat players as indentured servants: they refuse to pay the players for their work, and they often spit them out after four years without even providing a proper education. This undermines their core mission, which is educating and nurturing their students. (Read Taylor Branch's compelling exposé in the Atlantic for much more on this topic.)
• Making matters even worse, we now know that there's a serious risk that football players will suffer chronic traumatic encephalopathy later in life, a permanently disabling form of brain damage.

The bottom line: football is corrupting our universities, and it needs to go. This doesn't necessarily mean that fans must lose their favorite college teams. Here's one possible solution.

Football fans, including state legislators and university administrators, like to claim that football makes a profit. Let's suppose that's true: then it will do just fine as an independent business. Get football out of the universities, and make it a privately-run minor league for the NFL (which it already is, in effect). Let each team pay fees for use of the university's name, the stadium, practice fields, and parking on game days. Then the football club can pay its coaches whatever it wants, and it will have to pay the athletes, who are disgracefully paid nothing right now. And the university will still have its team, but without the corrupting influence of money. Even better, universities won't have to pretend that they are providing a first-class education to the players, while padding their coffers at the players' expense.

Let's end the farce of having university presidents try to manage large, commercial sports programs. Let them get back to focusing on research and education, topics on which they actually have some expertise.

I'm not naive: I don't think any major university is going to get rid of football any time soon, despite the growing evidence that football carries a major risk of brain damage to the players. This has only happened once, when the University of Chicago eliminated its football program in 1939, and brought it back in decades later as much-reduced program, now in NCAA Division III. The university itself has remained a powerhouse, routinely ranked in the top universities in the country academically.

Meanwhile, the Maryland Board of Regents is trying to decide what to do. If they read the timeline above, they'll know what I think: get rid of the whole lot, including the football program, and get the university back to its real mission.

Government ranking of U.S. universities: a truly bad idea

The U.S. Secretary of Education, Arne Duncan, has come up with a plan to produce official government rankings of our universities.

The plan was announced this past August, and over the past month, the Obama administration has been holding public forums around the country to get input about its plan.  But it seems like they’ve already made up their minds.

I hope not.  This is such a bad idea I don’t know where to start.  But I’ll start.

First of all, we have multiple rankings systems already, including the highly regarded U.S. News college rankings, which millions of students, faculty, and administrators use every year.  Even though everyone loves to complain about it, U.S. News is pretty darned good: they rank colleges in many categories, by region, by specialty, and more. They also rank graduate programs and professional schools such as law and medicine.

If you don’t like U.S. News, there are several other rankings, including the more recently established World Rankings from Shanghai and The Times Higher Education rankings. These are excellent rankings, well-documented using multiple criteria, and not nearly so US-centric. All these websites are chock-full of useful data about hundreds of universities.

I know, I know: “ratings aren’t rankings” as Ben Miller wrote recently at the Inside Higher Ed site. But I’m not at all confident that the proposed ratings won’t turn into a ranking system, especially with the weight of the federal government behind them.

So we don’t need a federal ranking of universities. That’s the first problem.

Second, this push to create official ratings will inevitably lead to a new bureaucracy within the Education Department, which will then create a constituency that will fight to keep itself in existence. How many staff will Secretary Duncan hire to create these rankings? Dozens? Hundreds?  And how many university employees around the country will then have to be hired to answer whatever questions the government asks?  This seems like it could quickly become a very expensive proposition, running in the tens of millions of dollars annually, or perhaps even more. I haven't seen any estimate of how much this new system would cost, but I'm betting on a lot. What will we cut from the federal budget to create this new system?

Third, a ranking system will likely spawn a host of new requirements that universities will have to satisfy. Why? Well, primarily because federal financial aid to universities will be tied to their ratings. Thus it’s pretty clear that universities will do whatever they can to keep the feds happy. And I’ve no doubt that with a full-time bureaucracy in place, the federal raters will keep moving the goalpost - coming up with new measures that in turn will spur new costs throughout academia. I’m highly skeptical that any of these government metrics will lead to better education.

We’ve already seen what government scorecards do in our public education system. Thanks to the No Child Left Behind program, we now have incessant testing of students, beginning in elementary school, and thousands of hours devoted to teaching students how to take tests rather than learn new material. Schools have not improved as a result. Do we want this trend to creep into colleges too?

I’m not the only one who thinks this a bad idea. Janet Napolitano, the president the University of California system and former Secretary of Homeland Security under President Obama, told the Washington Post that she is “deeply skeptical” of the criteria that a federal ratings bureau would develop.

“It’s not like you’re buying a car or a boat,” said Napolitano.

Secretary of Education Arne Duncan has already criticized the critics of the new rankings system, calling the criticism “premature and a little silly.”  Duncan emphasizes the need to address the alarming number of college students who default on their student loans. This is certainly a problem, but a college ranking (or rating) system is not the solution.

Perhaps the biggest problems with student debt is the rapid rise in mediocre, for-profit online colleges. If the feds want to get the loan problem under control, they should stop funneling money to these Yugos of higher education. As the PBS show Frontline pointed out in 2010, for-profit universities are

 “churning out worthless degrees that leave students with a mountain of debt.”  

And they’re not cheap, either - the GAO found that

“tuition in 14 out of 15 cases, regardless of degree, was more expensive at the for-profit college than at the closest public colleges.”

So yes, we do have a problem with student debt. One solution would be to exclude truly bad colleges, which are responsible for a disproportionate share of student debt, from federal aid. But that would mean naming the bad apples, who in turn will claim that the government is somehow being unfair. Perhaps the new ratings are an attempt to be fair, but it just makes no sense to rate everyone in order to identify the worst universities. Having a federal government agency produce college rankings is just a bad idea.

Get football out of our universities

(In which I take on the football-industrial complex, and get myself in trouble)

The Super Bowl is over, finally. The college football^* season is over too. Now we can be spared the breathless, hyperbolic stories about football for a few months, at least until next season. The culture of football in American universities is completely out of control. It is undermining our education system and hurting our competitiveness in technology, science, and engineering. If we keep it up, the U.S. will eventually be little more than the big, dumb jock on the world stage - good for entertainment on the weekend, but not taken seriously otherwise.

Too harsh? I don't think so. I think we need to eliminate football entirely from our universities if we want to maintain our pre-eminent position as the world's scientific and technological leader.

Why do we need to get football out of our universities? I've watched over the years as football has taken an ever-more prominent role in our high schools and colleges, as football coaches have been paid ever-higher salaries, and as football staffs and stadiums have been super-sized. All of this effort goes to the care and feeding of a very small number of (exclusively) male students, most of whom get a poor education and almost none of whom succeed as professional players. Our universities are providing a free training ground for the super-wealthy owners of professional football teams, while getting little in return.

This has got to stop. The core mission of our universities is to educate our students, not to entertain them with big-time sports events. Our political leaders, and all too often our university presidents, seem to have lost sight of this fact.

So I was very pleasantly surprised when President Obama, in his State of the Union speech on January 25, put in a plea for science over football:

"We need to teach our kids that it’s not just the winner of the Super Bowl who deserves to be celebrated, but the winner of the science fair."

Wow, not bad! Of course, as a politician he has to support football, so he argues only that the science fair deserves equal footing with football. (Even that is pretty radical for a politician.) I'll go a big step further: the winner of the science fair deserves far more praise and celebration than any winner of any football game. If football disappeared, we could get our entertainment from another sport, as we do every year after the football season ends. But if we stop producing scientists, other countries will make the discoveries that solve the technological, medical, and engineering problems of the future, and that form the basis for great civilizations.

Now that I've gotten myself in trouble with football fans (and there are many of them), let me get myself in even more trouble, with an example from my own university.

At the University of Maryland last year, the football coach fell out of favor with the athletic director, who wanted to replace him. (This despite the fact that the coach was very successful, with an overall winning record.) The problem was, he had one more year to go in his contract, and the university would have to pay him a cool $2 million if they fired him. U. Maryland doesn't exactly have money to burn: for three years running, it has imposed furloughs on all employees and prohibited all raises, including cost-of-living increases. So you'd think that blowing $2 million to pay a coach to sit on the sidelines, and paying who-knows-how-much to hire a new coach, would be out of the question.

Nope. The brand-new President of the university, in office just one month, announced the hiring of a new coach, along with a $2 million payout to the old coach.

What a bad move. That $2 million should have been spent on, well, how about educating the students? (And don't get me started on football coaches' salaries - they often make 3-5 times more than their own presidents.)

Do we want our universities to be known for their football teams? Or do we want them to be known as educational powerhouses? Apparently, the U. Maryland administration is more interested in building a better football team. Not surprisingly, many of the professors disagree. I can only hope that the students would side with the professors, but I honestly don't know.

Yes, I know the arguments on the other side. "Football makes a profit," some claim. To that I would say, so what? Universities could make a profit running a casino too - should they do that? If football is so profitable, then spin off the teams as private corporations, and let them pay the university a licensing fee to use the university logo. But let's stop pretending they have anything to do with education.

Don't get me wrong. I love sports - I've played them all my life - and I think students should participate in them. It's healthy and fun, and it's part of the college experience. But universities don't need big-time, pseudo-professional athletic teams with outsized coaching staffs. Look at the Ivy League, which comprises 8 of the best universities in the country. They play sports against each other, they don't award athletic scholarships, and their academic programs are the envy of the rest of the world.

The football-industrial complex has too much power over our universities. Nothing else can explain how we spend so much money and time on football, which contributes almost nothing to students' education, while academic departments are cutting faculty and staff. The culture of football worship has gotten so out of control that I think the only solution is to get rid of it entirely.

I don't expect any university to take my advice. But I'll end with another excerpt from President Obama's State of the Union speech, which we should take as a warning:

"Meanwhile, nations like China and India realized that with some changes of their own, they could compete in this new world. And so they started educating their children earlier and longer, with greater emphasis on math and science. They’re investing in research and new technologies. Just recently, China became the home to the world’s largest private solar research facility, and the world’s fastest computer.

So, yes, the world has changed. The competition for jobs is real. But this shouldn’t discourage us. It should challenge us. .... We’re the home to the world’s best colleges and universities, where more students come to study than any place on Earth."

President Obama is right: students do come from all over the world to study in our universities. But they don't come because of the football teams.

^*Note to my friends in other countries: by "football" I mean American football, that game with the peculiar oblong-shaped ball - not the wonderful game of soccer, which almost all other countries call "football."

ADDENDUM: I've done two radio interviews about this blog post, which you can listen to at the following links: 670 The Score, a Chicago sports radio program, and 1560 The Game, a Houston sports radio show.

For-profit universities: the Yugos of higher education

For-profit universities (FPUs) have been spreading like wildfire the past few years, thanks to the growth in Internet access, aggressive marketing, and, as we’ve learned recently, government-subsidized student loans. Some of these “universities” are enormous, such as the University of Phoenix, with over 400,000 students. The U.S. government has recently figured out that students at these universities are failing to repay their government-subsidized loans at alarming rates, and it’s planning to impose stricter rules on these loans. This has spurred a frantic lobbying campaign from the FPUs. Today’s Washington Post, for example, has a column by former Secretary of Education Margaret Spellings, now a consultant for the FPU industry, in which she claims the government is trying to “restrict access to a full range of education providers,” cleverly avoiding any mention of what she really wants: continued access to the cheap government loans that prop up these out-of-control institutions.

As a college professor, I’ve been following the growth of these companies, and here’s this professor’s blunt conclusion: they offer low-quality, almost worthless degrees. They have virtually no academic standards. They will accept anyone who can pay, and they seem to care primarily about the bottom line. They also haven’t addressed (and virtually never mention) the elephant in the room: many online students are probably cheating to pass their courses, which aren’t very demanding in the first place. As a result, degrees from FPUs are not highly regarded by employers, who are right to view them with suspicion.

Like it or not, an important part of any college diploma is the reputation of the school that awards it. The Yugo was indeed a car, but would you really want to buy one?