June 16, 2005

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durham Old warehoi>uses receive facelifts to revitalize downtown arr i

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academics

Duke's TIP program offers online distance learning

The

Athletes test scores lag behind average Sarah Kwak

Duke takes its academics and athletics seriously. The University seeks the best the country and the world have to offer, whether in the classroom or on the field. Studying and sports, however, do not always go hand-in-hand, University officials say. In a self-study report of Duke athletics mandated as part of the NCAA certification process, one of the concerns highlighted by an intemal committee is Ie academic gap between student-athletes and the student population at large. Although Duke is a model for other universities because it attracts student-athletes who are relatively strong in academics and graduates them at a near-perfect rate, the academic differences between athletes and nonathletes remain notable. According to the self-study, the varying levels of academic preparedness are particularly evident in student-athletes’ pre-college test scores. “There is concern about the growing disparity that exists,” Vice President of Student Affairs Larry Moneta said. “The gap should not grow further, and we will monitor it and see if it reveals itself in lower graduation rates.” The report includes average

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THE INDEPENDENT DAILY AT DUKE UNIVERSITY

THE CHRONICLE

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THURSDAY, JUNE 16, 2005

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“standardized test scores” rated on the Scholastic Aptitude Test scale for incoming freshman classes between 2001 and 2003. The results are categorized by gender, race, ethnicity and athletic participation. In the Class of 2007, the 768 male non-athletes averaged 1,438, as opposed to the 42 male studentathletes, who averaged 1,172. There was a similar disparity between the 786 female non-athletes and 37 student-athletes, who averaged 1,403 and 1,258,respectively. Among the student-athletes who entered as freshmen in 2002 and received athletics-aid, the 22 football players averaged 1,063, the eight baseball players averaged 1,206and the five men’s basketball scholarship recruits averaged 997. The 14 other male student-athletes receiving aid averaged 1,258. The sell-study states that “the basic standard ofadmission—ability to graduate from Duke—is the same for athletes as for all other applicants.” But with the caliber of students Duke attracts, other personal skills and qualities are taken into account when admitting students, Director of Admissions Christoph Guttentag said. “The number of times where [ability to graduate] is the primary criterion... in offering someone admission to Duke I could probably count on the fingers of one

ONE HUNDRED AND FIRST YEAR, ISSUE S5

Ready, set, slice!

TIAN QINZHENG/THE CHRONICLE

Campus leaders cut a cake iced to depict the new West Campus plaza at a groundbreaking ceremony Wednesday.

Plaza to replace walkway by

Seyward Darby THE CHRONICLE

Bring on the sledgehammers and dump trucks. After over two years of planning, the University will officially begin constructing the new West Campus plaza in the coming weeks. The project, dubbed “the plaza at Duke,” will involve destroying the Bryan Center walkway and replacing it with a 40,000-squarefoot elevated space that will

connect the West Union Build-

ing, Page Auditorium and the Bryan Center. It is slated for completion by Fall 2006. At a groundbreaking ceremony Wednesday afternoon, a group of the University’s top brass, faculty, staffand students celebrated the upcoming construction of what administrators hope will become the hub of West Campus. Addressing the crowd on the walkway, Vice President for Student Affairs

Larry Moneta said the social atmosphere of the ceremony reflected the “camaraderie” the plaza is intended to generate on campus. “I’m looking very much forward to the community enjoying the fruits of our labor as we enjoy seeing this vista disappear and the new vista of a wonderful gathering space emerge over the next few months,” he said. SEE PLAZA ON PAGE 8

SEE GAP ON PAGE 7

Evaluation reveals pros, by

PATRICK PHELAN/THE CHRONICLE

Tiffany Webber THE CHRONICLE

The Center for Instructional Technology released its evaluation of the iPod First Year Experience to the Duke community Wednesday. The comprehensive survey spans two semesters and includes an assessment of the academic uses for iPods as well as the benefits and problems surrounding the year-old program. According to the report, 75 percent of first-year students used at least one feature of the iPod received from Duke foracademic use at some point during the year. The report also found that many students and faculty have concerns that the iPod’s file-transfer capabilities that allow students to download lectures from a computer might negatively impact class attendance. Provost Peter Lange said the report reinforces the administration’sdecision to continue distributing iPods to Duke students next year. The University will distribute them, however, on a course-specific basis, as opposed to last year when it gave them to allfreshmen. “It’s a good report that accurately captures the quality of the experience,” Lange said. “[The project] prompted ,

As a part of a new technology initiative, members of the Class of 2008 received iPodsfrom Duke when they arrived last August

cons

of iPod proj ect the innovation that we’d hoped would come from it. There’s nothing in this report that makes me think that the decision [to continue the program] we made a few months ago was a bad decision.” University officials also stressed the importance of continuing the program in order to provide an innovative outlet for students and faculty. “If you give an academic a piece of equipment they will not infrequently push it to its limits,” said John Bumess, senior vice president of government and public relations. The evaluation stated that there were five general uses of the iPod: the publication of course content, classroom recording, field recording, study support and file storage and transfer. The report found that 27 percent of firstyear students used iPods to store and transfer academic files. It is widely perceived, however, that a large percentage of students use their devices to store and transfer other types of files. Though he acknowledged that some students used the device specifically to download music, Burness said he SEE IPOD ON PAGE 6


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