The Michigan Daily — michigandaily.com
News
Friday, October 27, 2017— 3A

approximately 
500 
Michigan 

high 
schools 
the 
Office 
of 

Undergraduate 
Admissions 

conducts, the University has spent 
“a significant amount” on digital 
advertising, Ishop said. This has 
come in the form of targeting 
underrepresented 
communities 

in the state via Twitter, Facebook 
and email — and she says it’s been 
effective so far. 

“We know that for emails 

we’ve sent to prospective in-state 
students, we’ve had a 43 percent 
open rate, 20 percent click rate 
on GBG content — those are good 
numbers,” she said. “43 and 20 
percent, those are good numbers 
considering how often students 
open their email.”

And despite ranking last in 

social mobility earlier this year, the 
University appears to have made 
progress in terms of increasing 
socioeconomic and racial diversity. 
The recently released summary of 
enrollment at the University shows 
an increase in the percentages of 
underrepresented minorities, first-
generation college students and 

students eligible for Pell Grants 
from the incoming freshman class 
of 2013 to the incoming class of 
2017. Since last year, however, the 
percentage of underrepresented 
minorities in the freshman class 
only increased 0.1 percent and the 
percentage of students eligible for 
Pell Grants decreased 1.4 percent.

Still, though, there are other 

factors 
hindering 
racial 
and 

socioeconomic diversity at the 
University left unaddressed by 
the guarantee. Even with tuition 
covered, the cost of living in Ann 
Arbor — which is high and getting 
higher — can be enough to deter 
students from coming.

Public Policy junior Drea Somers 

said she doesn’t fully understand 
the decision to not include housing 
costs in the guarantee.

“I think it would be wonderful 

if the Go Blue Guarantee at least 
included some kind of dorming 
or housing situation,” she said. 
“Especially if you don’t even live 
in the metro Detroit area, if you 
can’t afford tuition, why would 
you be able to afford housing in 
Ann Arbor? I always look at them 
like, ‘Well, why exclude it?’ And I 
understand that there are financial 
barriers, but it’s also still a barrier 
to those students’ education.”

Ishop pointed out that while 

the Go Blue Guarantee only 
concerns tuition, there’s still more 
financial aid potentially available 
to students struggling with living 
costs.

“We also put a great deal of 

resources, as you think about that 
zero to $65,000, that packaging, 
for many of those students is 
not only just for tuition, but a 
lot of those students would be 
receiving aid up to full cost of 
attendance or close to full cost of 
attendance,” she said. “Certainly 
we all understand that there are 
difficult choices that have to be 
made — they have to find housing 
and they’re living that life of 
having to adjust to somewhat of a 
wealthy community in Ann Arbor, 
but we’re certainly providing 
financial aid to be able to meet the 
demonstrated need at the cost of 
living for the University.”

But 
in 
addition 
to 
those 

additional 
financial 
barriers, 

being a new student and part of an 
underrepresented class at a large 
university can be intimidating. 
Graduating from a high school 
class of 30, Bennington said she 
experienced 
that 
disruption 

coming to college too, which was 
why she wanted to arrange the 

orientation for her students at the 
University.

“Going 
downstate 
to 
a 

university was culture shock, it 
was really scary,” she said. “And 
when we scheduled these kids 
for this tour, that’s what we were 
trying to get them acclimated to — 
the city life, and letting them get 
that exposure before just jumping 
into a semester as a freshman, 
where they’re more likely to drop 
out because they were just too 
overwhelmed.”

And it’s more than just culture 

shock, Nunn said — the University 
can often make underrepresented 
students 
feel 
invisible 
and 

unrecognized.

“The University of Michigan 

was founded on land given to 
it, in some ways, by the tribes 
of Michigan,” he said. “There’s 
no buildings named for native 
folks on campus — the C.C. Little 
debate about, ‘What do we rename 
C.C. Little?’ Well, we should 
probably recognize how we were 
founded in some ways. What 
does that say to native students, 
prospective native students about 
the University of Michigan? And I 
don’t think it says that we’re being 
inclusive — even if we’re trying 
to.”

GUARANTEE
From Page 1A

personally choose the winner 
due to the high quantity of high 
quality student projects.

“The University of Michigan’s 

200th year has given us this 
wonderful 
opportunity 
to 

look back on our history with 
purpose, to examine our impact 
on society and to consider how 
our university has continued to 
evolve,” Schlissel said.

Moderator 
Jeff 
Sorensen, 

director for social innovation 
and 
co-founder 
of 
optiMize, 

then announced the five finalists 
and 
gave 
each 
team 
leader 

the 
opportunity 
to 
receive 

criticism and answer questions 
from the judges. He also noted 
the 
advantages 
a 
University 

of Michigan education gives 
students.

“A U-M education is all about 

following 
your 
passions 
and 

finding your career path and 
taking an initiative to make 
a positive impact in society,” 
Sorensen said. “We have all of 
that here tonight.”

Sabin thanked the participants 

for their work and for teaching 
and impressing her with the 
visions 
of 
the 
future 
they 

demonstrated.

“Thank you for bringing these 

visions to the table,” Sabin said. 
“I think that one of the things 
that I was most impressed by 
across all of the projects was the 
level of real collaboration across 
disciplinary boundaries. That’s 
not always easy to do.”

The five finalists were: an 

original massive open online 
course 
developed 
between 

Education professor Michaela 
Zint and students to be used as 
a student-led digital curriculum 
to analyze climate change, an 
imagined University campus on 
Mars, mobile learning labs, a 
crowd-sourced studying tool and 
a virtual reality campus.

Business junior Scarlett Ong 

felt optimistic about continuing 
her project, the crowd-sourced 
studying tool called Fathom, 
and encouraging students to 
take the leap when it comes to 
entrepreneurial projects.

BICENTENNIAL
From Page 1A

First-generation 
students 
also 

make up 12.4 percent of the 
freshman class. A First Generation 
Student Gateway, replete with a 
study lounge, meeting area and 
information hub, opened earlier 
this month to serve the needs 
of this student population.

The 
guarantee 
and 

demographic increases come 
after a report by the Equality 
of Opportunity Project, which 
ranked 
the 
University 
last 

behind 
other 
prestigious 

public colleges in the category 
of social mobility. One in 100 

students 
at 
the 
University 

are from the top 1 percent of 
income distribution.

The out-of-state portion of 

the student body increased 
by 
1 
percent. 
Out-of-state 

students make up 49.3 percent 
of the student body, while 
in-state students comprise 50.6 
percent.

The University has shown 

increased enrollment over five 
years among underrepresented 
minorities, 
first-generation 

students 
and 
low-income 

students — but the total share 
of the student body only increased 
by 0.1 percent since last fall. 
Underrepresented 
minorities 

constitute 12.8 percent of the 
undergraduate student body, in 

comparison to 22.3 percent of the 
undergraduate student body at 
Michigan State University.

In a statement to the University 

Record, Kedra Ishop, vice provost 
for enrollment management, noted 
the gradual increase in minority 
student enrollment over the past 
five years. Out of 6,847 freshmen 
students 
arriving 
on 
campus 

this fall, 906 underrepresented 
minorities make up 13.9 percent 
of the class, an increase from 10.6 
percent in 2013.

Broken down by demographics, 

Black student enrollment in the 
class of 2022 decreased marginally; 
Hispanic enrollment increased 
by close to 1 percent; the Native 
population doubled to 0.17 percent 
of the class; and Asian enrollment 

dipped by 2.5 percent. 

However, 
Ishop 
further 

emphasized the importance of 
continuing to work toward greater 
diversity on campus.

“We continue to be committed 

to, while challenged by, achieving 
greater 
racial 
and 
ethnic 

diversity in our student body 
in 
our 
restrictive 
admissions 

environment,” she said.

Furthermore, the fall 2017 

freshmen class consists of 1,017 
students receiving federal Pell 
Grants — about 15.6 percent of 
the freshmen class, up from 14.5 
percent in the fall 2013 class.

Enrollment grew this fall with 

a 7.9 percent increase in applicants 
from the previous year and topping 
out at 59,886 received applications.

DIVERSITY 
From Page 1A

— home of the Knight-Wallace 
journalism fellows — along with 
the Communication Studies and 
English Language and Literature 
departments and the Ford School of 
Public Policy.

In 
a 
one-on-one 
interview 

with The Daily prior to the 
event, 
Fahrenthold 
highlighted 

the importance of speaking on 
the 
University’s 
campus 
— 
a 

traditionally 
liberal-leaning 

campus that voted primarily for 
democratic presidential candidate 
Hillary Clinton — about journalistic 
integrity 
and 
distinguishing 

between fake news and legitimate 
reporting.

TMD: I want to talk about this 

relevance to Ann Arbor and the 
idea of fake news and getting to the 
student base. We’re a traditionally 
liberal area and a majority of 
our students ended up voting for 
Hillary Clinton, so why is this issue 
so significant to this campus in 
particular?

Fahrenthold: 
I 
think 
it’s 

important for people to understand 
how do you cover news in the age of 
Trump. Just because people don’t 
like Trump doesn’t necessarily 
mean that they’re that informed 
about him. I’d rather have people 
— even people who like him and 
don’t like him — have them be 
informed about what he’s doing, 
what his administration is doing. 
Both because it’s better if we’re all 
informed but also because if you 

care about politics, you care about 
policy, just hating Donald Trump 
doesn’t really change anything and 
so you have to understand what’s 
going on within his administration 
to know where you might have an 
impact.

TMD: 
Coming 
from 
The 

Michigan Daily, we have a huge 
student journalist base here despite 
not having a journalism school, 
which is really interesting. What 
would some advice that you have 
for student journalists be regarding 
covering these types of things, 
especially in this pretty tumultuous 
climate?

Fahrenthold: I think that it’s 

important to get beyond … takes, this 
idea of analysis as journalism. There 
are some points when analysis is 
helpful, but I think in a lot of cases 
it’s easier than reporting and a lot 
of people fall back on it, especially 
when covering politics of any kind 
— campus politics, national politics 
— it’s easier to fall back on what you 
think is happening or when you’ve 
analyzed the situation rather than 
reporting what’s actually going on. 
I think especially in the modern 
news environment, with so many 
news sources, what readers want 
— not only what readers need but 
what readers want — is news, facts, 
a better understanding of what’s 
actually happening.

TMD: Do you have any tips on 

how to cover events — such as the 
ones we’ve seen on campus in terms 
of racist flyering or other incidents 
like that — in a way that ensures 
accuracy, speed in terms of breaking 
news, but also fair representation?

Fahrenthold: The really valuable 

service that newspapers provide 
in that situation is to explain more 
about — I think it’s hard for student 
journalists who live among other 
students, 
and 
because 
student 

journalists are so informed it’s hard 
to put yourself in the mindset of, 
what would my reader not know 
about this? What are the questions 
my reader would have?

For 
more 
of 
the 
exclusive 

interview with David Fahrenthold, 
watch our video interview. 

Lynette 
Clemetson, 
director 

of 
the 
Knight-Wallace 
House, 

introduced Fahrenthold to a full 
Mendelssohn Theatre, noting the 
significance of informing the public 
of news.

“Even though we work with 

journalists directly, we also take 
— as central to our mission — 
engaging in the public in journalism, 
demystifying the work of journalism 
and making sure people understand 
the vital role that journalism plays 
in our democracy and the absolute 
necessity 
of 
press 
freedom,” 

Clemetson 
said. 
“It’s 
a 
very 

important time to get young people 
engaged in journalism.”

During his talk, Fahrenthold — 

who has been at the Post for 17 years 
— discussed the challenges he faced 
throughout his career in political 
journalism.

“One of the true handicaps I have 

as a journalist is I’m an optimist. 
This is a huge handicap because it 
means things always sneak up on 
me,” Fahrenthold said. “In (the case 
of Trump), I was prepared for the 
answer.”

Fahrenthold 
discussed 
the 

lessons he learned while covering 

inconsistencies in Trump’s claims 
of philanthropy, including allowing 
the public to engage with open 
reporting, as he did via Twitter.

“Once 
you’ve 
taken 
your 

reporting as far as it can go under 
traditional methods as I had, the 
next step is open your reporting 
up,” Fahrenthold said. “Stretch 
your reporting as far as traditional 
reporting will let you.”

Throughout 
his 
experiences 

investigating the Donald J. Trump 
Foundation, Fahrenthold said he 
was able to learn how to create a 
thread for readers to follow — rather 
than making them responsible for 
knowing the context — particularly 
in changing expectations of news on 
social media. In a tumultuous time of 
reporting, Fahrenthold highlighted 
maintaining perspective.

“The one thing in all of this that 

I try to keep in mind is I try to adapt 
my reporting to the era of Trump,” 
Fahrenthold said. “The thing that 
I’ve tried to keep of all the time is 
the idea that we have to reject as 
journalists this image you get from 
Trump and Steve Bannon and other 
people, that we and the media and 
Donald Trump are at war with one 
another.”

He also described the significance 

of news media as speakers of truth 
and fact.

“The thing that gives us meaning 

and 
value 
is 
our 
credibility,” 

Fahrenthold said.

Following the talk, Fahrenthold 

took questions from the audience, 
which was comprised of students 
from the University and local high 
schools, faculty and community 
members. One question, submitted 

from Skyline High School students, 
asked about journalism as a career 
and journalism education.

“(Being a journalist) is a license 

to follow your curiosity and follow 
your outrage,” Fahrenthold said. 
“The most important education in 
journalism is to go out and do it.”

Others asked about Fahrenthold’s 

experience playing a role in the 
reveal of the Access Hollywood 
video. 
One 
of 
the 
challenges 

Fahrenthold faced was publishing 
the crude content heard in the video 
in a print publication. However, he 
said he didn’t write the story with 
malicious intent. The story has since 
become the Washington Post’s most 
read ever.

“I knew the story was going to 

be well-read and people were going 
to be interested in it,” Fahrenthold 
admitted. “I didn’t write it thinking, 
‘I’m going to take out Donald 
Trump.’ ”

Others questioned his methods 

regarding using Twitter to find 
sources.

“I have to verify it the way 

I would verify anything else,” 
Fahrenthold said. “You can’t give up 
the gatekeeper role.”

In terms of those who disregard 

news they don’t agree with as “fake,” 
Fahrenthold 
emphasized 
that 

evidence, finding underlying tactics 
to engage different types of viewers 
in the story and taking advantage of 
the skills a university can provide 
will prove valuable in ones career.

“It’s enormously damaging that 

we have a president and a party 
who is using the platform of the 
presidency to say that news he 
doesn’t like is fake,” Fahrenthold 

said. “Our role as journalists is to 
recognize that people that think 
that news is fake — we may have one 
chance to impress them. … We have 
to think of them as consumers and 
you have to do things in your stories 
and your broadcasts to show people 
why what you do is better and more 
trustworthy.”

After the event, LSA junior 

Megan Graham said she felt 
inspired after hearing about the 
work Fahrenthold did during the 
campaign.

“It was really encouraging to 

hear him talk about his work and all 
the important events that he’s been 
able — things about Trump and his 
campaign — that he’s able to talk 
about and bring to light,” Graham 
said. “I would have liked to hear 
more specific stories about how — 
specific things that he’s covered — 
because I thought that was really 
interesting and it brings everything 
back to the ground and how this 
affects our lives and our country as 
a whole.”

LSA senior Jason Rumsey said 

hearing Fahrenthold speak was 
an 
interesting 
opportunity 
to 

apply what he had learned in his 
communications classes at the 
University.

“I’m 
in 
the 
investigative 

journalism 
class, 
the 
written 

reporting class, and so coming to an 
event like this where you actually 
had to try to use some of the things 
that we’ve talked about not only in 
that class but also in other comm 
classes at the University (and) how 
he used those to get to a story was 
a quite interesting thing for me to 
hear,” Rumsey said.

TRUMP
From Page 1A

graduate program in the country, 
paid stipends should be a higher 
priority.

“We 
know 
that, 
legally, 

(employers) do not have to pay 
us,” Watson said. “We think 
that that is a really low bar and 
that as the number one school of 
social work, we should be not just 
skirting the lowest bar by a hair 
but rather setting a standard for 
the field that we should be paying 
our interns because the work that 
they do produces value and is 
worth something other than our 
experiential learning.”

In July, FLO received over 550 

signatures from current MSW 
students, Social Work alumni 
and social workers currently in 
the field for a petition calling for 
fair compensation for their field 
experience requirement.

FLO is claiming the lack of paid 

positions for their field education 
work 
violates 
the 
National 

Association of Social Worker’s 
Code of Ethics, specifically the 
Code’s advocacy for basic living 
conditions and economic values 
found in Article 6 of the document.

The 
language 
differences 

between “internships” and “field 
education”, according to Raycraft, 
are 
crucial 
in 
understanding 

this division between students 
and administration. Since the 
field education positions count 
for credits in an MSW student’s 

semester, 
these 
positions 
are 

supposed to be completed in 
the time that students would 
be in another class without the 
required field work. In this case, 
Raycraft said MSW students are 
not completing internships and 
therefore are under different 
requirements 
that 
take 
into 

account academic credits when 
designing schedules for the benefit 
of the student.

“There is a very clear distinction 

between an internship and field 
education and the Council on 
Social Work Education regularly 
works with the Department of 
Labor Regulation to make sure 
social work field education is legal 
and aligned,” Raycraft said. “It’s 
very different than an internship 
… (field education) is about an 

academic experience for a student. 
It’s not about an employer’s actual 
operations.”

Raycraft also provided data 

obtained from the School of Social 
Work, which found that more 
than 85 percent of current MSW 
students receive some form of 
financial aid. The Social Work 
School also reports more than 
300 scholarships are available for 
MSW students.

Social 
Work 
student 
Kari 

Nilsen sees field education and 
internships in the same light and 
said even with financial aid, non-
paying positions that are required 
to graduate will leave students 
in very large debt crises after 
graduation.

“We are graduating with a lot 

of debt and then the available 

SOCIAL WORK
From Page 2A

Read more at 
MichiganDaily.com

positions that we have are ranging 
from $30,000 a year maybe up to 
$45,000 if you find a good paying job, 
so that discrepancy in debt and salary 
coming out of a master’s program is 
really, really difficult,” Nilsen said.

In the district court case O’Connor 

v. Davis, Bridget O’Connor, a social 
work major at Marymount College in 
New York, was required to complete 
200 hours of field work in her senior 
year. She was placed at Rockland, a 
mental hospital, for her field work 
position in 1994 and worked with Dr. 
James Davis under the supervision 
of Lisa Punzone, a supervisor at the 
hospital. O’Connor was continually 
sexually harassed by Davis, who 
called her “Miss Sexual Harassment” 
and constantly discussed sexual 
topics and made sexual jokes at 
O’Connor. O’Connor reported these 
actions to Punzone but Punzone 
did not tell her supervisor, James 
Wagner, about the sexual harassment 
allegations until January 1995, and 
Wagner also took no action.

O’Connor took her case to district 

court and accused Rockland and 
New York state of sexual harassment 
in violation of Title VII Employment 
Practices. 
The 
district 
court 

eventually sided with Rockland and 
New York state, claiming O’Connor 
was not within the boundaries of 
Title VII because she was not an 
employee, but rather completing a 
field work internship.

In 1997, the U.S. Court of Appeals 

affirmed the decision of the district 
court and set precedent for interns 
not being considered employees of 
the firm they are working with.

Social 
Work 
student 
Shelby 

Andersen-Holt said this court case 
takes rights from interns, who 

she says are often completing the 
same tasks as an employee, without 
having to pay them. She sees the 
Social Work School requirement as 
an internship program and said the 
number of available positions is being 
prioritized over asking existing field 
education positions to pay students 
for their work, despite the surface 
description of these positions as a 
purely educational experience.

“The Field Office is under this 

huge amount of pressure to find 
placements for students and a lot of 
times, what we’ve found and what 
we’ve heard from other students 
… the Field Office will prioritize 
maintaining 
relationships 
with 

placements over the well-being of 
the individual student because if they 
lose any of these placements, they 
are at risk of not being able to make 
it possible to meet the requirement,” 
Andersen-Holt said.

Raycraft 
said 
the 
positions 

aren’t inherently paid because 
they directly benefit the student’s 
education and not the employer’s 
workforce goals. She said these 
positions take credits out of a 
student’s course load so they 
act as a class and an educational 
experience, something one would 
never be paid for normally.

“There are internships where 

you go do it at an accounting 
firm and you’re there to support 
that accounting firm’s goals and 
objectives and to meet some of 
their objectives where ours (are) 
academically based,” Raycraft said. 
“It’s based on the student’s needs, 
not on the employer’s needs.”

Read more at 
MichiganDaily.com

