1 1 NATIONAL SYMPOSIUM 2 ON 3 ATHLETICS REFORM 4 5 6 HELD AT THE INTERCONTINENTAL NEW ORLEANS, 7 LOUISIANA 8 9 10 PRESENTED BY TULANE UNIVERSITY 11 12 13 NOVEMBER 11, 2003 14 15 Noon -- 1:00 P.M. 16 17 18 Luncheon Keynote Address: 19 20 21 "SUSTAINING THE COLLEGIATE MODEL OF ATHLETICS" 22 23 24 Proceedings reported by Susie Taylor Rumsfeld, 25 R.P.R., C.C.R. ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 2 1 I-N-D-E-X 2 3 Page 4 Cover page ................................ 1 5 Index ..................................... 2 6 Opening remarks, Scott S. Cowen, President, 7 Tulane University .................... 3 8 Luncheon keynote address: "Sustaining the 9 Collegiate Model of Athletics," Myles Brand, 10 President, NCAA ...................... 5 11 Closing remarks, Scott S. Cowen ........... 27 12 Reporter's Certificate..................... 29 13 Reporter's Page ........................... 30 14 15 16 17 18 19 20 21 22 23 24 25 ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 3 1 P-R-O-C-E-E-D-I-N-G-S 2 MR. COWEN: Good afternoon, 3 everyone. If I could have your attention for a 4 moment, I am Scott Cowen, president of Tulane 5 University. It's my great pleasure to welcome 6 you here today for a National Symposium on 7 Athletics Reform. We are going to enjoy a very 8 nice lunch first and enjoy one another's 9 company. And then I will come back after 10 dessert and introduce our keynote speaker, 11 Myles Brand. 12 But I want you to know how 13 pleased I am to see such a full house today. 14 We just had a half-hour news conference which 15 was very, very interesting. And if the 16 afternoon goes like the last half hour did, I 17 think you are in for a very informative, 18 provocative, and fun few hours. 19 So please enjoy your lunch, and 20 I will be back after dessert. 21 (Lunch recess taken.) 22 MR. COWEN: Ladies and 23 gentlemen, if I could have your attention, 24 please, I have the great pleasure to introduce 25 the keynote speaker for this symposium, Myles ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 4 1 Brand. 2 I first met Myles in 1998 when 3 as a newly appointed university president I 4 attended a meeting of the American Association 5 of Universities. At that time Myles was the 6 board chair of the Association and was also 7 president of Indiana University. So Myles was 8 one of the first university leaders we met, and 9 he was so gracious to Marjorie and me welcoming 10 us to the AAU. And I've always had a fondness 11 for him ever since then. 12 Of course he is now president 13 of the NCAA, and I in fact have now become a 14 board member of the NCAA. So it seems that I 15 continually live in Myles' shadow. 16 Myles has had a long and 17 distinguished career in the academy. He has 18 served as president of two major universities, 19 Indiana University and the University of 20 Oregon; and assumed leadership positions in 21 both the AAU and the American Council on 22 Education. 23 This may come as a surprise to 24 you, but Myles has a BS degree in Philosophy 25 from RPI and a PhD degree in Philosophy from ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 5 1 the University of Rochester. And you may be 2 saying to yourself what is the relationship 3 between being head of the NCAA and being a 4 philosopher. And only Myles can explain that. 5 He has written extensively on 6 various topics in his field of Philosophy but 7 also on higher education. His nationally 8 acclaimed January 2001 speech to the National 9 Press Club entitled "Academics First, Reforming 10 Intercollegiate Athletics" focused on how the 11 disconnect between intercollegiate athletics 12 and education jeopardizes the essential mission 13 of our universities. 14 All of us who are university 15 presidents are delighted to have a former 16 university president as head of the NCAA. And 17 it's my great pleasure today to introduce to 18 you Myles Brand, president of the NCAA. 19 Myles. 20 (Applause.) 21 MR. BRAND: Scott, thank you 22 for that very nice introduction. I appreciate 23 it. And thank you especially for making this 24 symposium happen. That's important work. 25 We Americans love sports. We ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 6 1 love to compete and we believe in the benefits. 2 And while we will come together in 3 noncompetitive ways to share friendship, 4 conversation, and knowledge, we love 5 competition even more. In fact, we've even 6 chosen it as our economic structure, 7 capitalism. 8 Sports provides us with 9 metaphors for life. When we know we have a 10 challenge ahead of us we get our game faces on. 11 We know we'll do better if we have a game plan. 12 We bring the challenge down to size by 13 reminding ourselves that the competition just 14 like us puts on its uniform one leg at a time. 15 And if sacrifices must be made for the good of 16 the group, we volunteer or designate someone to 17 take one for the team. 18 Sports has its own section in 19 the daily newspaper and its own segment on 20 telecasts. It has its own networks, the 21 several ESPN efforts, the Golf Channel, and now 22 CSTV. From Friday evening through Sunday night 23 we attend, listen to, or hunt the results from 24 high school to college professional sporting 25 events. We elevate those who participate or ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 7 1 coach with excellence to celebrity status. And 2 we have developed elaborate and often expensive 3 infrastructures to support sports. 4 Howard Cosell said, "Sports is 5 the toy department of human life." Ted Turner 6 observed, "Sports is like war without the 7 killing." And H.L. Mencken declared, "I hate 8 sports as rabidly as the person who likes 9 sports hates common sense." 10 It is small wonder therefore 11 that America's colleges and universities, 12 institutions that reflect and advance our 13 culture have embraced athletics for more than a 14 century. Indeed, intercollegiate athletics has 15 developed a firm position in our culture. The 16 collegiate model of sports is unique and 17 uniquely American. 18 I want to examine this 19 collegiate model, help set it apart from 20 others, and consider what must be done to 21 sustain it as a valued contribution to higher 22 education, indeed as a component of the 23 university's mission. 24 Beyond youth and scholastic 25 sports popular in their own right and ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 8 1 completely worthy of support, there are two 2 distinct models of athletics in America: the 3 collegiate model and the professional model. 4 The collegiate model has 5 evolved during the past 150 years, and it 6 continues to be dynamic to change. In recent 7 years, say the last 20 or 30, the changes have 8 been motivated by both internal factors, a 9 growing emphasis on specialization and winning, 10 for example, and by external factors, the 11 interest of the broadcast media in college 12 sports as programming inventory. 13 Professional sports on the 14 other hand is a somewhat more recent 15 development but has grown rapidly in popularity 16 and has developed its own approach to success. 17 Today the professional model is a dominant 18 entertainment factor, although for only a 19 limited number of sports, one not as nearly 20 expansive as the list sponsored in the 21 collegiate model. 22 At the beginning of the second 23 half of the 20th Century these two models were 24 clearly differentiated in their philosophical 25 approaches. I want to spend more time on these ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 9 1 points, but the differences are roughly along 2 these lines: 3 The collegiate model is based 4 on education; the professional model is based 5 on profit. The collegiate model in its purest 6 form use the participants, the players as 7 students in pursuit of an education; the 8 professional model uses the participants as a 9 labor force, as a commodity. The collegiate 10 model is an extension of the academy, aligned 11 with its mission, vision and values; the 12 professional model is a corporate one with 13 allegiance to the bottom line. 14 This latter point is 15 instructive and helps us understand the special 16 relationship between athletics and the 17 universities that sponsor them. We're not 18 surprised to learn of a professional franchise 19 making demands in its host city for a new or 20 expanded stadium. If its demands aren't met, 21 the franchise often decides that it could do 22 better elsewhere and moves to another city. It 23 remains the same team even when the host 24 changes. 25 That cannot happen in the ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 10 1 collegiate model. The Notre Dame football team 2 cannot separate itself from its institution. 3 The relationship between team and school are 4 essential, and the identity of the team depends 5 wholly on the institution. It is not a 6 team-to-host relationship; rather the team is 7 necessarily part of the university. It cannot 8 stand alone. 9 I point out these differences 10 not to suggest one model is superior to the 11 other but only to establish how utterly 12 distinct the collegiate model is 13 philosophically from the professional approach. 14 In the past several decades, 15 however, the models have begun to merge in some 16 ways for some sports. And the movement has 17 been on the part of the collegiate game. The 18 professional approach has retained its focus 19 and become better at what it does. The change 20 has not been in the essential relationship 21 between team and school but rather in the way 22 athletics functions within the context of 23 higher education, and that's a disturbing 24 development. 25 Generally the changes have been ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 11 1 rather subtle, the result of success in most 2 cases, and the inevitable desire for more 3 success. But as benign as these changes 4 appeared at the time, the cumulative effect is 5 an erosion of the bond between athletics and 6 academics. 7 This movement of college sports 8 towards the professional model presents 9 problems for intercollegiate athletics. I do 10 not suggest a reactionary approach. Some 11 change is acceptable, no doubt inevitable. 12 College sports is subject to the times like 13 most things. 14 But the degree to which college 15 sports has come to resemble professional sports 16 detracts from the value of college sports, in 17 particular its educational function. As this 18 happens, college sports loses its unique place 19 in the cultural landscape, and its advantage to 20 the universities and colleges that sponsor 21 athletics is diminished. 22 Let me be clear. The goal is 23 to reaffirm, to sustain the collegiate model of 24 intercollegiate athletics. We need to take the 25 steps necessary to arrest the drift toward the ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 12 1 professional model and to strengthen the ties 2 to the mission of higher education. 3 Conversely, failing to limit, 4 or better, reverse the movement towards 5 professional sports will undermine the reasons 6 for the investment and support of athletics by 7 universities because the value of college 8 sports to higher education as an extension of 9 this educational mission will be lost. 10 To better understand the value 11 of the collegiate model to higher learning and 12 therefore the degree to which it should 13 continue to receive institutional support, we 14 should more deeply examine what sets it apart 15 from the professional one. There are two main 16 dimensions that distinguish college athletics 17 from professional sports, namely the role of 18 the individual player and the overriding 19 purpose of the enterprise. 20 In college athletics the focus 21 is on the individual athlete. He or she is a 22 student first. Their primary reason for 23 attending a college or university is or should 24 be to obtain an education. That education 25 consists of both the learning involved in ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 13 1 achieving a degree and learning for life. The 2 latter includes developmental learning that 3 occurs as a participant in athletics and for a 4 few, a very, very few, vocational learning 5 necessary to become a professional athlete. 6 Student athletes often 7 participate as members of a team. Team success 8 is a measure of accomplishments for both the 9 individual and the university. However, the 10 primary focus is on the success of individual 11 students. That is why we count graduation 12 rates. It is a measure of individual successes 13 at a university. 14 In the collegiate model the 15 priority is the student first, athletics 16 participation second. I know there will be 17 some who are skeptical of such a statement, and 18 certainly there are individual student athletes 19 who have declared that their motivation is 20 otherwise. But I remain convinced that the 21 majority of student athletes are just that, 22 students first and then athletes. 23 A recent survey of the American 24 Football Coaches Association bears out this 25 point. The AFCA asked football student ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 14 1 athletes in Division I how important getting a 2 degree was to the decision about attending 3 college. Ninety-five percent said that it is 4 very important. 5 That's not to say that 6 athletics success is unimportant, nor is it to 7 say that the role of coaches and the campus 8 athletics organization is insignificant. To 9 the contrary, they're essential. But the key 10 part of the collegiate model is the success of 11 participants as students. 12 Since the primary role of the 13 individual participant is being a student, the 14 individual is not paid for athletic 15 performance. Pay-for-play is antithetical to 16 the collegiate model. The skeptic again will 17 say, "Well, of course you're opposed to 18 pay-for-play because you want a free labor 19 force." Not true. I don't want a labor force 20 at all. That isn't the role of the student 21 athlete, and we must be vigilant in sustaining 22 this principle. The direct and immediate 23 result of pay-for-play as that we'll create a 24 labor force, and in doing so, we'll have 25 abandoned the collegiate model forever. ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 15 1 I do believe that student 2 athletes should be supported in their 3 educational endeavors. That support is 4 allocated through scholarships, or more 5 precisely, grants in aid. Grants in aid cover 6 the costs of tuition, room and board, and 7 educational material, primarily textbooks. 8 Where others in the student body can and may 9 choose to work to increase their level of 10 support, student athletes rarely have the time 11 beyond the classroom and their sport to do so. 12 In fact, I'd like to see over time the grant 13 increased to cover the full cost of attendance 14 which would be another two or three thousand 15 dollars a year for each full scholarship 16 student athlete. 17 There was a time, of course, 18 when financial aid was considered incompatible 19 with the collegiate model, when college sports 20 were equated with pure amateurism. Amateurism, 21 as it developed in England in the 19th Century 22 and earlier was based on the ideal that sports 23 were only appropriate for the moneyed class, 24 that those who required funds to free their 25 time to play sports made them unworthy to do so ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 16 1 as amateurs. In fact, it made them 2 professionals. It was a way to keep the 3 privileged from having to compete with those 4 beneath them. Although the concept of 5 amateurism was imported to America, the class 6 distinctions that underlie it were in conflict 7 with our national ideals. 8 In order that all persons might 9 have the opportunity to participate in 10 athletics, indepentently of family wealth, we 11 moved towards including financial aid within 12 the collegiate model. Often to our disservice, 13 however, we have maintained the romantic 14 illusions of amateurism and in the process have 15 had to defend a concept that in its true 16 meaning never really applied to American 17 intercollegiate athletics. 18 Let's be honest. Today when 19 the media and others lament the loss of 20 amateurism in college sports they're really 21 talking about the cost of the infrastructure or 22 the revenue from media contracts. Somehow it 23 is not amateur sports if 105,000 fans fill a 24 football stadium and millions more watch on TV. 25 Surely it can no longer be amateur sports if ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 17 1 television networks pay large sums to televise 2 a college basketball tournament and 86 other 3 championships. 4 "The student athlete," cries 5 the cynic, "is the only amateur left in the 6 college game." The student athlete has always 7 been the only amateur in the college game. The 8 rest is the price of supporting the collegiate 9 model. 10 We may never get rid of the 11 term "amateurism," but we should better 12 understand how it applies to college sports. 13 Only the professional model includes pay for 14 athletic participation. The collegiate model 15 is distinctly different. The role of the 16 professional athlete is to increase financial 17 return for the franchise. Professional sports 18 is a business. The players are the talent who 19 sell their services to the highest bidder. 20 The compensation for 21 participating in professional sports is not 22 only the primary benefit, it is the only 23 benefit for the athletes. There is not another 24 purpose such as obtaining an education. With 25 high compensation and TV exposure come ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 18 1 celebrity. Some professional athletes value 2 the celebrity, and a number profit from such 3 status. But it is a consequence of their 4 performance; it is not why they were hired. 5 They were hired to perform on the field of 6 play. Their personal motives are increased 7 compensation and recognition. 8 Not long ago during a radio 9 call-in show in which I participated a 10 knowledgeable caller pointed out that 11 professional athletes are commodities. He 12 noted that they are interchangeable, often are, 13 and their interest to management is only as 14 athletic performers. That's exactly right. 15 Unlike the collegiate model in which the focus 16 is on the individual student, in the 17 professional model the individual participant 18 is merely an instrument for other goals. 19 The second dimension that 20 distinguishes the collegiate model from the 21 professional one is the overriding purpose of 22 the enterprise. In the collegiate model the 23 enterprise is higher education. 24 Intercollegiate athletics is part of higher 25 education, an extension of the learning ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 19 1 environment. Collegiate athletics does not 2 exist in isolation. 3 Universities, especially the 4 large public and private institutions in 5 Division I are extraordinarily complex. 6 They're responsible not only for undergraduate 7 education but also for graduate and 8 professional training, the scholarship, 9 creative activity, and research that improves 10 the quality of life and promotes economic 11 development, and for many of them medical 12 research and healthcare. 13 Athletics has a role to play 14 within this complex mission. Its role is 15 primarily to further the education of student 16 participants and to exemplify developmental 17 values for the campus. Secondarily athletics 18 enhances campus and community spirit and 19 connectivity to the university and provides 20 entertainment for a wider audience. 21 The mission of the university 22 is education, broadly understood. And college 23 sports must serve that mission in the 24 collegiate model. Intercollegiate athletics is 25 not a freestanding, wholly autonomous ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 20 1 enterprise that is located in close proximity 2 to a university. To the degree that athletics 3 programs look and behave like they are 4 freestanding enterprises, we have seen the type 5 of drift toward the professional model that in 6 the long run will diminish the value of the 7 program to the university. 8 Professional athletics serves 9 no master. Professional athletics franchises 10 are autonomous businesses. They owe allegiance 11 to their host city so long as they're there, 12 and they need the fan base of a host city to be 13 successful. But their mission is to make money 14 by providing attractive entertainment in the 15 form of athletics contests. 16 So then the collegiate model of 17 athletics by design and by application is 18 distinctly different from the professional one. 19 However, these distinctions are not static. 20 The real world is not like that, of course. It 21 might be better to think of a continuum with 22 the collegiate ideal on one end and the 23 professional approach on the other. 24 Certainly the two models have 25 much in common. For the most part the games ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 21 1 are played by the same rules. Athletes and 2 coaches are competitive people who like to win. 3 Both are popular for entertainment they 4 provide, and corporate entities are willing to 5 pay to have their products associated with 6 these teams. And certainly both models operate 7 under economic realities that require support 8 either through the revenues they produce or 9 subsidy from some other source. 10 But professional sports is not 11 collegiate sports. Professional sports does 12 not have to accommodate itself to the 13 educational mission of a university. And 14 college sports is not professional sports. The 15 revenue college sports generates in 16 instrumental in supporting the overall 17 athletics program, but that's not the end for 18 which it exists. 19 If every penny of the 20 6-billion-dollar, 11-year basketball television 21 contract were applied to underwrite the cost of 22 the collegiate model at NCAA institutions, it 23 would cover only a little more than one year of 24 expenses. In the near future we must address 25 how we finance college sports, though that is ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 22 1 not my concern at the moment. 2 My concern is that college 3 sports is moving on that continuum toward the 4 professional approach. That's what I find 5 troublesome. Intercollegiate athletics 6 programs are increasingly being driven by the 7 need for more revenue from attendance, from 8 corporate contracts, and from television 9 packages. The pressure this puts on coaches 10 and athletes has distracted them from their 11 educational missions and in many cases has 12 pushed them further away from their educational 13 institutions. 14 If we are to reaffirm the 15 collegiate model and sustain its future within 16 higher education in ways that are valuable to 17 universities, we have to focus on three 18 objectives: First, we have to recommit to 19 education as the goal of intercollegiate 20 athletics. Second, we have to respect the 21 concept that the student athlete is central to 22 the enterprise. And third, we have to 23 reconnect athletics programmatically and 24 financially with the rest of the university. 25 We cannot just pay lip service ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 23 1 to these objectives. We cannot say we're 2 committed and then sacrifice education and the 3 welfare of student athletics to the competitive 4 advantages and financial return. When we do 5 that we can fairly be accused of becoming a 6 campus version of professional sports. When 7 the bottom line becomes the primary goal the 8 logical next step is to reduce the collegiate 9 model to only those sports that produce 10 revenue, and that's simply not acceptable. 11 It's the job of college and 12 university presidents to set the expectations 13 for the collegiate model and to provide the 14 leadership necessary to realize these 15 expectations. And they have taken on the role 16 in significant ways over the last decade. 17 Academic reform has made great progress under 18 the leadership of presidents. All three 19 divisions of the NCAA have refocused attention 20 on and put standards in place for the academic 21 success of student athletes. 22 Division I has approved 23 academic requirements that have freshmen coming 24 to campus better prepared and that will ensure 25 student athletes are genuinely progressing ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 24 1 toward a degree at a rate better than the 2 federal government uses for its graduation rate 3 metric, five rather than six years. This work 4 has been accomplished, and the effort has been 5 led by the presidents. 6 We still need to get an 7 institutional accountability piece in place in 8 Division I through the incentives-disincentives 9 initiatives, but I'm confident that will occur 10 in the near future. 11 While Division III institutions 12 do not provide athletic scholarships and they 13 don't face the same pressures from the 14 professional model, they nevertheless face 15 serious issues themselves. Division III 16 student athletes should enjoy all and only the 17 benefits of other enrolled students. There's a 18 wide ranging reform agenda to be voted upon at 19 the January NCAA meeting that will address 20 these issues. 21 Importantly, university 22 presidents cannot by themselves ensure that the 23 collegiate model will continue its value-based 24 relationship with higher education. The 25 coaches and professional administrators, ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 25 1 especially the athletes and athletic directors 2 must partner with presidents to maintain 3 competition without violating higher 4 education's mission. 5 We must also ensure the welfare 6 of student athletes under the charge of 7 universities. We have to reexamine the time 8 expectations of student athletes in their 9 sports. As I already mentioned in Division I, 10 we should seek ways to increase their financial 11 support to cover the costs associated with 12 attendance. Insurance coverage should be 13 available to student athletes year round for 14 injuries associated with their sport. 15 And the university must support 16 athletics based upon the value it brings to 17 campus. The level of support will vary from 18 institution to institution, of course, but we 19 can no longer expect intercollegiate athletics 20 even at the Division I level to be 21 self-sustaining. We have 25 years of evidence 22 proving that such a philosophy will not work 23 for the vast majority of institutions. 24 More importantly, 25 intercollegiate athletics must be in the ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 26 1 mainstream of the university, aligned with the 2 strategic objectives of the campus, and as 3 supportive of the president's goal as the 4 president is of sustaining the collegiate model 5 of athletics. If the collegiate model is to 6 continue to be distinct from the professional 7 one, it must deliver value. 8 Now, I'm an optimist and I 9 believe that in the end we will reaffirm our 10 commitment to the collegiate model, and we will 11 mean it. We will continue to support 12 intercollegiate athletics as an extension of 13 the classroom. We will in the end understand 14 its value to the academy and pay the price to 15 see that it's sustained. 16 We know what that price is 17 financially. According to an empirical study 18 completed this summer by researchers from the 19 Brookings Institute, the cost of the average 20 Division I-A program is roughly 3.5 percent of 21 the university's operating budget. In gross 22 terms the dollars are not insignificant, but we 23 do not have the tail wagging the dog either. 24 The real meaning of that empirical study is 25 that the institutions should make their ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 27 1 financial support decisions based on the value 2 athletics brings to the campus rather than on 3 the price of the enterprise. 4 Warren Buffet, businessman 5 extraordinaire, once said, "Price is what you 6 pay. Value is what you get." If the 7 collegiate model is to be sustained on 8 America's college and university campuses, we 9 must look to the value it adds to the education 10 mission. Ultimately the enterprise is to be 11 centered on the student athletes. That's the 12 investment, and the return on that investment 13 is their education. That is the true value of 14 the collegiate model. And it is well worth 15 working to sustain it. 16 And I thank you. 17 (Applause.) 18 MR. COWEN: Myles, you're in 19 New Orleans, and you did something that anyone 20 in New Orleans should do. You gave us a second 21 dessert today. Thank you very much. And we 22 now have a greater understanding why it is very 23 appropriate for a philosopher to be head of the 24 NCAA. But thank you very much for that very 25 provocative and insightful talk. ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 28 1 We are now adjourned, and 2 reconvene in ten minutes in the ballroom that 3 is right to my right. So if you would be in 4 your seats at 1:30, we'll begin the first panel 5 session. Thank you for joining us for lunch. 6 (Whereupon the luncheon 7 proceedings were adjourned.) 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 29 1 R E P O R T E R'S C E R T I F I C A T E 2 3 I, the undersigned reporter, do hereby 4 certify that the above and foregoing is a true 5 and correct transcription of the shorthand 6 (Stenograph) notes of the proceedings herein, 7 taken down by me at the time and place 8 hereinabove stated and thereafter transcribed 9 under my supervision to the best of my ability 10 and understanding. 11 12 13 14 SUSIE TAYLOR RUMSFELD, RPR, CCR 15 a/k/a CAROLYN SUE RUMSFELD 16 17 18 19 20 21 22 23 24 25 ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R. 30 1 R E P O R T E R'S P A G E 2 3 I, Susie Taylor Rumsfeld, Certified Court 4 Reporter in and for the State of Louisiana, the 5 officer, as defined in Rule 28 of the Federal 6 Rules of Civil Procedure and/or Article 1434(b) 7 of the Louisiana Code of Civil Procedure, 8 before whom this testimony was taken, do hereby 9 state on the Record: 10 That due to the interaction in 11 the spontaneous discourse of this proceeding, 12 dashes (--) have been used to indicate pauses, 13 changes in thought, and/or talkovers; that same 14 is the proper method for a Court Reporter's 15 transcription of proceeding, and that the 16 dashes (--) do not indicate that words or 17 phrases have been left out of this transcript; 18 that any words and/or names which could not be 19 verified through reference material have been 20 denoted with the phrase "spelled phonetically." 21 22 23 24 SUSIE TAYLOR RUMSFELD, RPR, CCR 25 a/k/a CAROLYN SUE RUMSFELD ALLIANCE REPORTING, INC. - (504) 488-6624 SUSIE TAYLOR RUMSFELD, R.P.R., C.C.R.