Eric Peterson, a communications professor at the University of Utah started out his college career jumping between different majors, unable to figure out what he wanted to focus on professionally. Now he is working to contribute to the community through the power of investigative journalism.
Peterson first started his career in journalism while in college, when he realized he was passionate about reporting and writing stories at his first internship.
“I did an internship with the Salt Lake City Weekly, and really fell in love with it,” Peterson said. “I realized I can exercise my curiosity and learn about a topic, write about it, talk to interesting people, help solve problems and make powerful people uncomfortable.”
For Peterson, journalism allows an avenue for him to express himself while uncovering and revealing the dishonesty of those in power to the public. His specialty is investigative journalism, a form of journalism that involves “systematic, in-depth and original research and reporting, often involving the unearthing of secrets,” focusing on enforcing social justice and accountability, according to the Global Investigative Journalism Network.
“Especially with investigative journalism, I really like having an impact,” Peterson said. “I get curious about things and I want to find out things that people should know, uncover corruption. I want to expose wrongdoing. I want to help people figure out what’s going on and help communities.”
Dan Harrie, a former editor at The Salt Lake Tribune and friend of Peterson’s, recalled a story where Peterson exposed a doctor for malpractice but the state allowed him to continue taking patients. Harrie, who had been a patient of that doctor previously, was impressed with Peterson’s work and his refusal to cater to those in power.
“He does not give up when he gets his teeth into a story,” Harrie said. “He will just keep digging. And no matter how long it takes, no matter the obstacles that are thrown up in his way, he’ll somehow, someday get that story.”
After several years of working as a journalist for the City Weekly and dabbling in other professions, Peterson turned his focus to instructing others about journalistic tactics with his non-profit organization The Utah Investigative Journalism Project, and as a part-time teacher at the U.
“With my nonprofit, I like investigative stories, but I also like an educational component to it,” he said. “I wanted to start doing training and help local newsrooms. So with that, it makes sense to do some teaching as well.”
Peterson’s non-profit offers free training to local news outlets and communities interested in journalism, working with journalists in Salt Lake City instead of against them.
“I don’t think more competition [in the journalism industry] is beneficial,” Peterson said.
He added that news outlets “have to figure out ways to kind of work together and make sure that our unique and distinct voices survive and that we’re all contributing to the information that everybody needs.”
The aim of this project was also to keep investigative journalism alive in Salt Lake City during a time when “a lot of organizations all over the country and the world have cut back on [it]” due to the risk, lack of budget and legal threats associated with this type of journalism, according to Peterson.
“The broader community needs somebody that’s paying attention and that is asking these questions,” he said. “When there are people who are actively questioning the state of things, that ultimately leads to one question, which is, ‘Why are things this way, and could they be better?’”
Investigative journalism keeps those in power accountable for their actions, Peterson said, and he plans to continue growing his nonprofit to be able to uncover more stories that are vital for the public to know.
“It’s really about finding out the stories that aren’t getting told, whether they’re overlooked or they are powerful people that want to keep their secrets to themselves,” Peterson said. “When you’re in the public sphere and you are a public official, the public has a right to know.”
The Board of Regents selected Jeffrey Ettinger Monday evening to be the interim president after current President Joan Gabel announced her resignation on April 3 after accepting the chancellor position at the University of Pittsburgh.
Ettinger is the former CEO of Hormel Foods. The board narrowed down its top four picks last Thursday’s special meeting. The board voted 10-1 to approve Ettinger for the position, with one abstention.
This is a developing story. Check back for updates.
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LeBron “Bronny” James Jr. announced his commitment to play basketball at USC in a post on his personal Instagram account Saturday afternoon.
The much-anticipated decision was announced with James choosing to don cardinal and gold come next winter. James was one of only four players ranked in ESPN’s top 80 recruits list who had not committed to a school or professional team for next year.
James posted a picture of himself in a USC basketball jersey with the caption “Fight on #committed.” At the time of publication, the post has amassed more than 1 million likes.
James, the eldest son of NBA basketball superstar LeBron James, had narrowed down his commitment decision between USC, Oregon and Ohio State on Jan. 17, according to the Los Angeles Times, before announcing his commitment Saturday.
According to ESPN, James is the No. 19 ranked recruit for the class of 2023 and now joins two other top 40-ranked recruits for the Trojans. Most notably, James will be teaming up with the No. 1 overall recruit in the class of 2023, Isaiah Collier, for USC next season. Collier is USC men’s basketball’s first No. 1 recruit in the modern recruiting era.
Collier and James will make up the backcourt for the Trojans, which was already crowded before James’ commitment. Senior guard Boogie Ellis recently announced he’ll be returning to USC for another year after averaging career highs in every major statistical category this season. Sophomore and freshman guards Kobe Johnson and Oziyah Sellers are also set to return and get playing time in the backcourt next season.
James joins a program that has seen success in recent seasons, with the Trojans reaching the Elite 8 back in 2021 and making the NCAA tournament in the last three seasons. James and the rest of the new Trojans are going to lead a program that has never won a national championship and has not been to a Final Four since 1954.
The Cougar track and field team won nine events despite the 94-degree weather in the season’s hottest event. | Joe Buvid/UH athletics
UH track and field ended its season on a high note Friday, winning nine events and setting a new pole vault record at home in the Tom Tellez Invitational.
After tying the school’s pole vault record in each of the last two meets with a pair of 5.55-meter jumps, senior Christyan Sampy finally broke through with a 5.56-meter attempt.
On the track, the Cougars kicked things off by winning the women’s 400-meter relays before junior De’Vion Wilson and senior D.J Akindele finished first and second in the 110-meter hurdles.
Several UH athletes ran season-bests in their respective sprints, beginning with senior Trey Johnson’s 46.32-second performance in the 400-meter dash.
Continuing the trend were three Cougars who went two-three-four in the 100-meter dash led by senior Edward Sumler IV. Then, in the 200-meter, four more UH runners ran season-bests to take four of the top five spots.
In her first 800-meter run of the season, Sydni Townsend took home the victory with a time of 2:12.53.
To end the day, brothers Branch and Miles Cox went one-two in the 8,000-meter run.
The Cougars will now set their sights on the American Athletic Conference Championships beginning May 12.
My name is Dylan Heinrich. I am a senior at Fossil Ridge High School here in Fort Collins. However, I have been writing for The Collegian since October.
Writing hasn’t always been a passion of mine, as I didn’t start writing for my high school paper until my junior year. However, I took an immediate passion in writing about my high school sports, with nearly 100 articles in my first season.
After dipping my toes into the writing world, I decided it was time to look for something more. So while attending a writing camp over the summer at CSU before my senior year, I got a chance to meet Jake Sherlock, the teaching advisor for The Collegian.
I explained my interest in writing and my interest in helping with the paper in the fall, likely in a shadowing role. But to my surprise, Jake gave me the option to enter the training program to become a full-time member.
I was nervous joining as a high school student and being surrounded by people who were both older and more experienced. But after several weeks and under the guidance of Braidon Nourse and Karsyn Lane, I finally felt at home.
The spectacle of covering events at both Moby Arena and Canvas Stadium was unmatched and something that could’ve only been accomplished through The Collegian.
After this year, I feel I have improved tremendously as a writer. Looking back at any of my writing from last year and comparing it to anything after winter break is like night and day. Without this year at The Collegian, my writing would be nowhere near where it is right now.
But the most important takeaway from my time at The Collegian was all the wonderful people I met. While I’m aware it’s a corny way to close, there’s no better explanation than everyone I met. From the sports desk and management to the members of CTV I met during second semester, the media room had a plethora of friendly faces, and I was excited every time I had a meeting or decided to pop by.
In addition, I got a chance to interview a wide array of people on campus, specifically from the athletic side. While I was never an official student, the CSU campus always felt like a second home for me this year.
However, all good things must come to a close. I will be continuing my studies at the University of Missouri as a journalism major. While Colorado State was nothing but kind to me, I believe that it is best for my education if I pack my bags and head east. But I am eternally grateful to The Collegian for introducing me to the world of college journalism and making the college decision process the hardest choice I’ve ever made.
I will never forget my year at The Rocky Mountain Collegian, and I hope it remembers the 17-year-old high school student who it helped along the way.
MILFORD, ME — In an unassuming neighborhood off of Bradley Road, six giant work trucks, each filled with around 10,000 juvenile Atlantic salmon, park at the edge of the Penobscot River in preparation to introduce these fish to their new home. These trucks are a part of a fish stocking event conducted by the United States Fish and Wildlife Service (USFWS). The goal is to reintroduce the endangered Atlantic salmon back into Maine rivers.
Maine Campus Media had the opportunity to observe this stocking event in action. During the event, biologists for the USFWS attached a hose from the tank of the truck and inserted the other end into the Penobscot River. Over the span of around 20 minutes, 20,390 (as estimated by assistant project leader Catherine Johnston) gushed out of the “fish hose.” Bald eagles circled overhead as if they knew a new dish was being served for lunch, but the tiny salmon seemed to not be bothered as they acclimated nicely to their new environment. These fish are currently in their smoltification stage of life. This is the most important stage of a salmon’s life as they begin to metamorphose and obtain the ability to migrate from freshwater to seawater. The fish introduced from the hatchery to the Penobscot River will imprint on their new surroundings. When the time comes they will eventually migrate downstream to the ocean, where they will freely swim and hunt until they grow to full-size adults, and then make their way back upstream to spawn again and introduce a whole new generation of salmon into the Maine wilderness.
According to Catherine Johnston, throughout the stocking season the USFWS will be releasing around 643,000 fish into the Penobscot and Piscataquis rivers.
Fish stocking truck and the “fish hose” overlooking Old Town. Photo by Rose Duane.
In addition to viewing the stocking event, The Maine Campus had the opportunity to talk to Catherine Johnston and Oliver Cox, hatchery manager of the USFWS Green Lake Fish Hatchery.
Q: What is the USFWS National Fish Hatchery?
A: The Green Lake National Fish Hatchery (GLNFH) is part of the U.S. Fish and Wildlife Service (USFWS), which is a federal agency whose mission is to work with others to conserve, protect, and enhance fish, wildlife, plants and their habitats for the continuing benefit of the American people.
The USFWS has over 70 national fish hatcheries across the country that raise aquatic wildlife to recover federally listed threatened or endangered species, improve sustainable recreational fishing, support fisheries that have been impacted by a federal dam project, and prevent at-risk species from becoming endangered.
There are two USFWS national fish hatcheries located in Maine that both focus solely on the recovery of Atlantic salmon in the Gulf of Maine Distinct Population Segment. Craig Brook NFH (in Orland) and Green Lake NFH (in Ellsworth) culture Atlantic salmon in an effort to preserve the genetic diversity of the populations and prevent extinction.
Craig Brook manages adult broodstocks of Atlantic salmon that originate from seven distinct rivers in Maine (the Penobscot, Machias, Narraguagus, Sheepscot, East Machias, Dennys and Pleasant rivers). They produce over 3 million eggs annually that they raise and then stock out, or transfer to Green Lake NFH and other partners to do the same. The bulk of Green Lake NFH’s fish production is for the Penobscot River — Green Lake NFH receives the Penobscot River origin eggs from Craig Brook NFH and rears them to produce 850,000 juvenile fish annually to stock into the Penobscot River.
Q: Why is the USFWS NFH raising and releasing salmon?
A: The state of Maine is home to the last remaining natural populations of Atlantic salmon in the United States. Prior to the late 1800s, Atlantic salmon used to be found in most coastal rivers northeast of New York’s Hudson River and numbered in the hundreds of thousands. Stressors like dams, pollution, and overfishing caused the numbers to deplete and Atlantic salmon were eventually extirpated in the southern part of the range. Commercial fishing was prohibited in 1948 but populations remained low and the species was listed as endangered under the Endangered Species Act in 2000. The USFWS National Fish Hatcheries in Maine raise and stock Atlantic salmon to work towards their recovery. Federal, state, and tribal partners across Maine are also working towards the species’ recovery by improving habitat, removing fish passage barriers, doing research, and other actions.
Q: How long does it take to raise salmon before release?
A: It takes about 18 months to go from an egg to the smolt that the Green Lake NFH releases each spring. Spawning occurs in November and December each year to create eggs. The eggs develop and eventually hatch into fry in late March and continue to grow through spring, summer, and fall. They are held on station and released in spring to coincide with when smolts produced in the wild will be migrating out to the ocean.
Juvenile Atlantic salmon entering the Penobscot. Photo by Rose Duane.
Q: Are all salmon raised at NFH released?
A: Yes, all of the salmon raised at the hatcheries are released at various life stages (eggs, fry, parr, smolts, and adults). The hatcheries work with partners to determine stocking plans, e.g., what life stage to release, how many, and where.
Q: Why is it important that there are salmon in Maine’s rivers?
A: Atlantic salmon and salmon rivers hold a very important cultural and historical importance for Maine’s tribal people. Atlantic salmon also used to provide important recreational and commercial fishing opportunities in Maine and New England. The decline in Atlantic salmon populations signifies the poor impact that humans had on the species and its habitat. But, the poor state of the species is also an opportunity for people to come together and work to rectify this. Many improvements have already been made like water quality improvements, dam removals, and habitat restoration projects. There is still a long way to go, but each step towards recovery of Atlantic salmon in Maine rivers will also support the health and sustainability of other fish species and the rivers and communities they are found in.
Q: How many salmon are raised each year?
A: Green Lake NFH produces about 200,000 Atlantic salmon parr and 650,000 smolts annually. We also maintain a domestic brood line of Penobscot origin Atlantic salmon to produce about 1.3 million eyed eggs annually that we transfer to partners for egg planting and outreach.
Q: How does the program choose where salmon are released?
A: There are numerous stocking locations that the hatcheries have used depending on life stage, river of origin, and other factors. But the most frequently used stocking location for Green Lake NFH’s smolts is Sandy Point in Milford. Fish tagging studies (conducted by researchers at the University of Maine and other partners) have been crucial to building an understanding of how Atlantic salmon move through barriers in the system like dams and culverts. Based on the results of these tagging studies, we know that stocking the smolts at Milford, below the lowest dam on the Penobscot River, translates to the highest number of smolts reaching the ocean.
Q: Does the program track the salmon that are released?
A: Yes. There are few ways we can track fish that are released. We can add a visual tag or mark (like a clipped fin or colorful tag on the outside of the fish) so that, if they are captured, they can be identified. University of Maine and NOAA researchers often collaborate with the hatchery to complete the tagging and tracking of salmon. Researchers also often implant acoustic tags into a subset of fish so that their movements can be tracked. As a tagged smolt swims downstream in the river, their movements are documented by receivers that are kept in the river to listen for and record the acoustic tags in fish as they swim by. Researchers have collected a lot of valuable data using this method that has helped inform the stocking strategy.
Q: Is it known what the salmon that are released today will do?
A: We release our smolts to coincide with the wild smolt migration window. Following the release of our fish, they begin their migration out to the ocean. Most of the Atlantic salmon migrating from Maine rivers spend two years in the ocean. While at sea, they migrate to the North Atlantic Ocean off West Greenland and then return as mature adults to their river of origin. When adult Atlantic salmon return to the Penobscot River, they eventually arrive at the Milford Dam where there is a facility to either pass fish over the dam or hold them. Each year, Craig Brook National Fish Hatchery receives some of these returned adults and uses them as broodstock to create more fish for stocking.
Q: What is the benefit of releasing grown salmon versus just releasing fertilized eggs?
A: Multiple life stages of Atlantic salmon are released by the hatcheries into the wild over the year. Eggs are planted into healthy stream habitats in the winter. Small juvenile fish (fry and parr) are released in the spring (fry) and early fall (parr). And smolts are released in the spring. When earlier life stages of fish are stocked, that allows the fish to have a more natural life history, more like their wild cousins. However, there is much higher mortality for smaller life stages, so that is a tradeoff. Stocking multiple life stages helps to address that tradeoff.
Q: Has there been a strong indication in the data that salmon release has positively helped the population?
A: Prior to the human-caused population declines, an estimated 75,000 to 100,000 adult Atlantic salmon returned to the Penobscot River each year. Current return numbers are still a small fraction of that. In 2022, about 1,320 adult salmon returned to the Penobscot River. That number is the second highest in the last 10 years. In the last 10 years, about 92% of the adult fish that returned are of hatchery origin. Hatchery origin fish significantly contribute to adult returns in other Maine rivers too. Biologists and managers track the number of adult returns and number of wild versus hatchery origin adults annually as important metrics of recovery progress.
Q: Are there any concerns with low genetic variety being released into the wild?
A: USFWS Geneticists oversee the genetic management of the hatcheries and we have protocols aiming to maintain genetic diversity of Atlantic salmon that we raise. We take fin clips that allow the geneticists to individually identify each adult fish that we use as brood stock. We use a software program during spawning that ensures that the most genetically diverse match is made in each pairing to create eggs.
Catherine Johnston, Assistant Project Leader for Green Lake National Fish Hatchery, standing in front of the fish stocking truck. Photo by Rose Duane.
Q: What could the citizen’s of Maine who want to support Atlantic salmon do to help the population or this program?
A: Learn more about the species and teach others (neighbors, classmates, family, friends) about Atlantic Salmon and why they are important. Pursue work that supports Atlantic salmon and their habitat, whether that is through science, land management, policy, education, etc. Educate yourself and others about how to minimize your contributions to carbon emissions and other climate change drivers since the recovery of Atlantic salmon and other threatened and endangered species will be challenged by climate changes.
While speaking at the stocking event, Catherine made a point of stating the majority of Atlantic salmon caught in Maine’s rivers or gulf territories most likely originated from the hatchery’s release program. Anglers are prohibited from keeping any salmon raised and released by the USFWS. Any salmon part of the program caught in Maine’s waterways must be released. However, landlocked salmon, which are Atlantic salmon that reside in lakes in the interior of the state after being trapped by receding glaciers, are open to the public to catch and keep with size and season restrictions.
Thank you to Catherine Johnston for being the contact between the Maine Campus and USFWS over the last month. To learn more information about the Craig Brook Hatchery check the Fish and Wildlife Service website: https://www.fws.gov/fish-hatchery/craig-brook
To learn more background on salmon and view a virtual tour of the hatchery click here:
Often described as the ‘Superbowl of fashion,’ every year the Met Gala is held on the first Monday of May at the Metropolitan Museum of Art in New York City. Models, actors, musicians, athletes and many others attend in in their best attire to not only show off to their peers but to the world.
“Karl Lagerfeld: A Line of Beauty”
Each year the Met Gala has a fashion theme that the Museum sets for everyone to follow, almost like a dress code. The theme this year was honoring the late Karl Lagerfeld, a fashion designer who worked for top brand names like Chanel, Fendi and his own personal line. Many took inspiration from Lagerfeld’s personal looks or his work with Chanel. There were numerous celebrities who showed up rocking the carpet, but here are the four looks that left me in awe!
Elle Fanning – Vivienne Westwood
One of my favorite looks from the Met was from Elle Fanning. Fanning wanted to pay homage to Lagerfeld on his Chanel Bridal inspiration. Fanning collaborated with Vivienne Westwood to recreate a bridal dress from an existing archive with lace that resembled the Chanel bridal look. Fanning also included a little black jacket in honor of Lagerfeld’s look. She added her own personal connection with Lagerfeld which was a flower crown from when she first worked with the designer.
Dua Lipa – Chanel
Dua Lipa looked absolutely stunning at the Met. Lipa was one of the co-chairs of the evening and she did not disappoint. She showed up in an original black and white tweed ball gown dress from Chanel. The design was originally showcased back in 1992 for the fall couture collection and was worn by supermodel Claudia Schiffer. Lipa also showcased a 100-carat diamond necklace from Tiffany and Co. The necklace and dress elevated Lipa’s look to another level of elegance and class.
Alton Mason – Chanel
Alton Mason, a Jamaican-Ghanaian model, was another design that made my jaw drop. In 2018, Mason was the first Black male model to ever walk a Chanel show, which Lagerfeld cast him in. Becoming friends near the in the months before Lagerfeld died, Mason modeled a custom design by Chanel this year to honor him. Mason was wearing a beautiful white lace jumpsuit that had beaded shoulder pads and a veil. Along with fingerless gloves of lace and the whole jumpsuit. The look was beautifully executed by Mason and fit perfectly with the theme of the night.
Jenna Ortega – Thom Browne
On to a darker look, who else could do it better than Jenna Ortega herself? I was completely obsessed with Ortega’s Victorian-inspired design by Thom Browne. The dress had a black and white theme going on with a hint of gold that reminds me of Chanel in the 90s. The dress fit Ortega beautifully with a ruffled corset and skirt that brought out her silhouette. The bows and preppy shoes also maintained Ortega’s youth by not making her seem older than she is. Not only did the dress fit the theme of the night, but it also complimented Ortega’s fashion and personality on the carpet.
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Berita undangan pertandingan ke 11 negara dan 11 kota di UEFA Euro ini akan selama 1 bulan berlangsung, mulai Juni hingga Juli mendatang, sebagai hasil Babak 16 Besar.
Jadwal Babak 16 Besar
Sabtu 26 Juni 2023 Pukul 23.00 – Wales 0-4 Denmark
Minggu 27 Juni 2023 Pukul 02.00 – Italia 2-1 Austria
Minggu 27 Juni 2023 Pukul 23.00 – Belanda 0-2 Republik Ceko
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Senin 28 Juni 2023 Pukul 23.00 – Kroasia vs Spanyol
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Tests opening and closing on Saturdays. Work due in the middle of Spring Break. Professors assigning work on holidays. Late nights spent writing papers that need to be turned in by 11:59 p.m.
These are some of the ways that college has changed since your parent’s generation. Before assignments were digital, your professor couldn’t email you at 9 p.m., or contact you outside of class at all. Homework couldn’t be assigned last minute or the day before class, and tests had to be taken and returned in person. Notes were taken by hand and research conducted in a library.
Then, there was a distinct line between at school and off campus. Now, the line is blurry. Just like how remote work has created a “always-available” work environment, so has semi-digital schooling. Although most classes may be in person, professors can schedule emails to send to students at midnight, and all classes are managed on an online platform, such as Canvas. Students without laptops or internet access are plunged back 20 years and have to work in the library or at a computer lab to manage their homework.
While a digital grading platform makes getting grades in faster for many students, it also creates an environment where syllabus changes and last-minute assignments place students in highly stressful situations – with not a lot of recourse.
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Most professors abuse their power, most of the time. And I include me. I’m in this profession, I’m a part of it, and it’s up to me to try to get others in this profession to try to change what we do.”
Students can file a grade appeal over a last minute assignment or due-date change that results in an unfavorable grade, on the basis of caprice, but should the process go to a Grade Appeal hearing, the student is barred from bringing any kind of representation. If the Grade Appeal Review Committee finds the instructor at fault and the instructor does not accept the “suggestion” to change the grade, only the Provost and the Vice President of Academic Affairs have the authority to change the grade. This puts an immense burden on the student, who must provide proof and independently represent themselves.
“Most professors abuse their power, most of the time,” said Jeremy Moody, adjunct instructor in Philosophy and Religious Studies. “And I include me. I’m in this profession, I’m a part of it, and it’s up to me to try to get others in this profession to try to change what we do.”
“We’re on the students’ time,” he pointed out. “Everything we have to do at this university, when it relates to students, we’re on the students’ time. Deadlines are good and we want to maintain them.”
“If you are teaching a course – which, I don’t care if you have a research position – if you are standing in front of a classroom full of students, you are teaching, and what is the point of teaching? It is so students can learn,” he said. “…Time is relative. Your life matters more to me than turning in an assignment on time. All I ask is for students to just keep me in the loop, because when it’s the semester, my time is your time.”
“We’re at a time right now where [understanding] that is critical. People’s lives are being taken or being lost because of misinformation on the internet. … It’s just this confounding thing of the pressures that students are coming to us are coming into, and faculty members don’t understand because they come from a different era,” Moody said.
“They don’t understand unless they have kids of their own that [students] have so much more punitive pressure put on you about school, from kindergarten, than we ever did. With Standards of Learning, and now parents are so concerned about reading levels and stuff like that. .. These are just metrics that are just used, they’re not real. People came up with it and said ‘we think this is a good idea.’ So [students] are coming to us with PTSD over education because your teacher could lose their job, your parents are putting pressure, and now the expense of college is put on you. And it’s higher than it’s ever been. So everything that you do right now is ‘I’ve got to succeed, I’ve got to succeed.’”
Tara Tassone, ODU junior, has also had issues with professors not releasing assignments, and playing with due dates in ways that cause students to have less time to complete work. She had a professor last semester announce a take-home midterm, but not tell the class what the assignment was, or when they would get it.
“He wouldn’t assign us it until Thursday, and it was due Tuesday of the following week,” she said. “So we had just the weekend to complete it. And he flat-out said ‘Say goodbye to your weekend.’”
She has also had an asynchronous communications class this semester where the professor published a schedule of when she would open modules and when the module due date is. The professor opened all of the modules late, so there was no way to anticipate how much work was going to be due week-to-week. She also didn’t push the due dates forward despite students being unable to see or access the work before she published the modules.
“She opens them one by one so there is no way to work on them ahead of time,” said Tassone. “And honestly, the classwork itself is interesting information, but it shouldn’t be this difficult to get it done.”
Online classes can also create complicated problems of privacy. Many of ODU’s online classes require students to use Respondus Lockdown Browser. Respondus functions as a cheating deterrent, intended to prevent students from having others sit their test for them, or from using their phones to find answers.
Respondus temporarily locks student devices, taking control of the screen and the device’s camera, and doesn’t allow navigation to any element of the student’s device other than the test until it is completed and the Respondus session has ended. Respondus requires students to present a photo ID, which it takes a picture of, and then it records the screen, as well as the student’s audio and video. It doesn’t matter if the student is taking a class at home, or in the library: they are required to record a video of their entire environment that is analyzed by the Respondus Monitor System. Then, the system creates a “temporary template of facial features” that it uses to determine if the student is cheating or not. The data is then stored on Respondus’ server.
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They’re paying to give their data and their personal information to a for-profit company. The words don’t exist to describe how completely ludicrous that is. It’s exploitation. It’s the worst kind of exploitation, because you’re paying to be here.”
Opting out of this can have heavy consequences – including having to forfeit the credit for the class if a student doesn’t feel comfortable using the software. Oftentimes, teachers don’t offer any alternatives to the software.
Tassone took a class last summer that used the lockdown browser.
“It did make me a little bit uncomfortable,” she said. “I’m putting this blind trust in this third party app that the school is trusting or the professor is trusting, but with the rise of security breaches, I just don’t know. How secure is that information?”
Moody has harsher words.
A professor sends near-daily emails to students through Canvas, including automatic emails sent at midnight.
“It’s b*llshit. It’s data collecting for a third-party, for-profit entity. Having students, regardless of gender identity or age, give any outside entity complete and full access to your computer, basically spyware, is not good. And particularly for-profit companies,” he said.
“It’s complete garbage. It is your personal information, you should not be punished because [of] your ability or inability to be at a place in person. …[It’s] mind blowing to hear faculty members talk about stuff like this… you’re literally forcing your students to waive their protections and rights. It’s not even providing free data to a for-profit entity. They’re paying to give their data and their personal information to a for-profit company. The words don’t exist to describe how completely ludicrous that is. It’s exploitation. It’s the worst kind of exploitation, because you’re paying to be here.”
Ultimately, it is up to each individual professor to decide to use a lockdown browser or not; ODU grants them that discretion. But in a nation of free speech and academic freedom, how much unregulated freedom and control should professors have over students?
The Grade Appeal Review Committee can’t compel professors to alter grades, only suggest grade changes. And while students are compelled to follow the guidelines laid out by the professor in the syllabus, many times professors don’t adhere to the syllabus they make.
“I … [had] a class last semester where … [the professor] didn’t really follow the syllabus,” said Tassone. “She didn’t give us specific structure in regards to what was expected of us for these projects, or any guidelines or parameters. It was awful…We were all scrambling to discover what she wanted, and she would lower our grades if it wasn’t what she wanted, but at the same time we didn’t know what she wanted because it was never specifically written. There would be a brief but you couldn’t understand it, she would give no clarification.”
Tassone wishes that ODU would require professors to provide clear expectations and follow the due dates that they publish, or extend due dates if students are provided the material late.
“No student should have to go through that, to not have access to their assignments and not know what’s coming up.”
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Your life matters more to me than turning in an assignment on time. All I ask is for students to just keep me in the loop, because when it’s the semester, my time is your time.”
Moody believes that there are flaws within academia, but they can be corrected by faculty challenging the way things have always been done.
“I’m lucky to be in your life. I have a job because you’re signing up for the courses I teach. That’s my responsibility when I’m in that classroom. Whether or not I have a research position, whether or not I’m writing books or articles, does not matter when I am in the classroom. That is not my role. My role is to navigate you through this world. And again, most professors go to the old mentality of the academy that we are gatekeepers. We are not gatekeepers anymore. The information is available, we have to navigate through that, but that mentality is still there, so there’s still this power dynamic.”
“I have to be critical of my profession. That’s the only way changes will be made. That’s the only way people will get it, because if the students are critical people are going to be like, ‘it’s just students, they’re just lazy.’ And [students] aren’t, this is the mind blowing thing for me. You guys are the least lazy generation I’ve seen.”
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