Thirty-five years into practicing my craft as a journalist in my home state of Nebraska and I finally got to interview and profile state icon Tom Osborne. I mean, when it comes to the most famous living Nebraskans, there is Osborne, Warren Buffett, Alexander Payne and, well, that’s about it, unless you want to include Dick Cavett, Roger Welsch, Ernie Chambers, Pete Ricketts, Cathy Hughes, Bob Gibson, Johnny Rodgers, Tom Mangelsen, Nick Nolte, Marg Helgenberger and Gabrielle Union. I’ve interviewed them all with the exception of Nolte (long to do so) and Ricketts (don’t really care to). So it was satisfying to get this opportunity to take the measure of Osborne, especially since I grew up on Nebraska football and for most of that time he was the undisputed face and architect of the program. There is nothing groundbreaking in my cover story appearing in the November 2016 issue of the New Horizons (it should hit newsstands and arrive in mailboxes by October 31-November 1). But I believe I did achieve what I set out to do, which was create a humanistic portrait of this genuine living legend that keeps in proportion the fact he is a man, not a monument. His legendary status is not for anything heroic he did, after all, it’s for doing his very public job at a high level over a long period of time. In that sense, he’s just like hundreds of thousands of other Nebraskans who get up and go to work each day, most of whom never get their name in the paper until they die because their work isn’t covered by the media and obsessed over by fans. That’s how it goes in this game of life. When I followed Nebraska football more closely during its glory years, it was often hard for me to get a bead on Osborne through media reporting and television-radio interviews he gave. It took me a long time to appreciate his gifts because they are the subtle gifts of someone who is at his best in private, intimate moments with a player or coach or parent. He is all about the quiet communication, relationship building, intense analysis and unconditional love that happens one on one. That studied yet intuitive skill set is very personal and when combined with his naturally introverted demeanor it doesn’t pop out like the extroverts of his profession and their loud, over-the-top, folksy antics or mannerisms that sometimes seem a facade or a put-on. I believe I have captured in Osborne’s own words and in the words of those close to him some of the qualities that have come to define who he is and what he represents. I portray a man who has settled very comfortably into the role of elder statesman. He wears the mantle well.
Living legend Tom Osborne still winning game of life at 79
©by Leo Adam Biga
Appearing in the November 2016 issue of New Horizons (a free monthly published by the Eastern Nebraska Office on Aging)
Right man for the job
What do you say about a living legend that’s not already been said?
When it comes to former Nebraska football coach Tom Osborne, aka T.O. or Dr. Tom, his whole life story and career is already delineated in print and online. That exposure comes with the territory from being a College Football Hall of Fame coach at a big time legacy program like Nebraska’s.
Next fall marks 20 years since he last patrolled the sidelines as coach. He misses some aspects of it and others not so much.
“I miss the game, I miss the strategy, but the main thing was the relationships,” he said, still looking fit and ruddy-faced at 79. “It didn’t mean winning wasn’t important because if you didn’t win a fair amount you weren’t going to stay employed, so that was something always in the back of your mind.”
NU couldn’t have found a better fit than Osborne. The native son grew up in small town Nebraska as a star athlete at Hastings High and Hastings College, where his grandfather captained the football team more than a half-century earlier, His father loved athletics and vicariously enjoyed his son’s exploits. Osborne won both state high school and college athlete of the year honors. He played three years in the National Football League as a wide receiver before joining the University of Nebraska football staff as a grad assistant under Bob Devaney. He earned a master’s and Ph.D. in educational psychology while serving in the Nebraska National Guard.
Osborne’s intelligence and mastery soon showed itself. In less than a decade on the full-time staff he moved from position coach to offensive coordinator and then to head coach when Devaney hand-picked him as his replacement. The 36-year-old successfully followed the winningest coach in school history and eventually surpassed his achievements.
“He knew that Tom was the right guy for the position,” said Frank Solich, the man whom Osborne passed the baton to when he stepped down as coach. “He had a great deal of trust in him and just turned the program completely over to him. I think there remained a great relationship between the two and it made it an easy working relationship for Tom.”
There was a symmetry to Osborne’s leaving. Just as Devaney retired on top, so did Osborne. He followed precedent by handing the reins to his longtime assistant, Solich. The former Ohio prep star played at NU and after finding success as a high school coach he led the Husker freshman team before joining the regular NU coaching staff.
Osborne said he meant for the 1996 season to be his last. He’d promised Solich five years earlier he was quitting. But when top players he expected to declare for the NFL draft instead returned for their senior season, he felt obligated to stay. He did and the rest is history. He had NU on such a roll then it was hard giving it up, but there was that promise he made to Solich.
“I kind of felt like I couldn’t back down from what I told him – that was the primary reason I left. Also, I developed atrial fibrillation that year, which I thought was a little bit of a physical sign. But even if I hadn’t had the atrial fib, I felt at that point I had to turn it over to Frank at that point.”
Unlike Devaney, who stayed on as athletic director, Osborne made a clean break. He refused at least two opportunities to remain near or in the game.
“When I retired from coaching I was given the chance to go on the radio and be a color commentator and I refused simply because anything I would say could be interpreted as critical of Frank Solich or as somehow overboard in his favor, and I didn’t want to be put in that position.”
He could have coached again if he wanted.
“When I got out of coaching, Michigan State offered me the job up there. I knew the president of the school. I was tempted. It would have been quite a bit more money than I made here. But my grandchildren were here. I knew Nancy’s heart was here. And I just didn’t know if it would be a good idea. So I stayed here. I felt I needed to end my career as Nebraska coach.”
Besides, Osborne in anything but black, scarlet and cream just wouldn’t do. He “decided to do something different” by entering an entirely different competitive field – politics. He ran for and won Nebraska’s 3rd District seat in the U.S. House of Representatives. During his six years in office he made an unsuccessful bid to be Governor of Nebraska. He returned to NU as athletic director following the Bill Callahan debacle and hired Bo Pelini, whose character issues he later lamented.
Just as Devaney didn’t meddle when Osborne led the program, T.O. took a hands-off role with Pelini.
Osborne appreciated Devaney giving him free reign.
“I’m sure he had thoughts on who ought to be playing and what plays we ought to run but he never made public his speculating or criticizing, so I’ve pretty much taken that approach. Unless you’re in every meeting and you know the injury report and you’re at every practice you really don’t have enough information to intelligently comment on what’s going on. I have views on things but it’s something I wont necessarily talk about.
“It’s about respecting the coach’s right to be able to function without somebody like me looking over their shoulders and commenting, so I kind of stay away from that.”
What makes him tick
Today, three years removed from his AD duties, Osborne’s a Husker icon with no official active ties to NU, The respected patriarch and beloved former CEO is held in high esteem by administrators, athletic officials, coaches and fans. He’s been a model of “values, consistency and integrity” said one of his favorite players, Turner Gill.. True to Osborne’s deep Christian beliefs, football was always more about the journey, not the won-loss record. He even wrote a book titled More Than Winning that took its cue from an earlier coaching treatise.
“I read a book by John Wooden (the late UCLA hoops coach)years ago and he talked about the fact he never mentioned winning to his players – he always talked about the process, How you put your socks on so you didn’t get blisters, how you bend your knees on free throws, and those kinds of things. We kind of broke the game down to the fundamentals we felt you needed to accomplish each day. The main emphasis during the week was on how we prepared, it wasn’t so much on winning games. So if we did the little things and the details correctly, the winning would take care of itself.”
That formula worked to the tune of 255 wins in 25 seasons. He was under enormous stress to win and he did.
He weathered the pressure and arm-chair critiques that come with the territory. He endured under heavy fire from 1973-1979 when he went 1-7 and 3-4 against chief rivals Oklahoma and Missouri, respectively. It got so bad he seriously considered bolting for Colorado. But he stuck it out and finally got over his OU and MU nemesis and can’t-win-the-big-one albatross.
During that rough stretch he was befriended by an important figure in his life.
“(D.B.)’Woody’ Varner was the chancellor at UNL when I was starting out as a head coach. We had good teams but we lost to Oklahoma the first five years and that was wearing very thin on people. It wasn’t just a matter of having a winning season and going to a bowl game, it was ‘Did you beat Oklahoma?’ and if you didn’t beat Oklahoma you didn’t have a good year, no matter how many you won.
“But Woody was always very supportive. Quite often he’d come over after one of those tough losses. Here he was wanting to spend time with this young guy. He probably had a lot of other things as chancellor he could have been doing, He was a very good friend and mentor.”
What Osborne misses least is the win-at-all-costs mentality.
“Just the fact there were times when it became a one-game season and some of the public reaction. You know, if you win a game you’re the greatest and if you lost a big game then people were mad at you and you’d get all kinds of crazy mail. So the unevenness of the experience – you’re either up or down and not too much life in the middle. Most people live most of their lives somewhere in the middle and in coaching sometimes there isn’t a whole lot of middle.”
The pressure to keep up with the competition invites scenarios where some coaches are willing to cut corners.
“I remember one of our coaches came to me and said. ‘You know, if we cant beat ’em, maybe we ought to join ’em.’ He was referring to some things happening in recruiting that weren’t entirely ethical. Schools were bending the rules and on occasion we were losing players to those schools.
I said, ‘No. We may get fired, but we’re going to go out of here with our heads up by doing things the right way.’ I felt essentially in coaching your primary duty is that of a teacher and if you were conveying to young people that bending the rules was the way to get ahead, you weren’t really fulfilling your academic mission. I wanted to be consistent in what we were saying and what we were doing.”
The big money, recruiting excesses and unrealistic expectations that surround college football give him pause.
He finds much of the business side “unpleasant.”
Like any good teacher, Osborne took the most satisfaction in helping young people develop.
“I remember Tom Landry (Dallas Cowboys coaching legend) telling me one time he didn’t feel he made a difference in any player he coached in the NFL in regards to their character because by the time they came to him at 23-24 their character was pretty well formed. I didn’t feel that way in college. I saw a lot of players come to us as one person at 17-18 who left a somewhat different person at age 21-22. That was one reason why I was never that interested in going into professional athletics because I felt there was more going on in college in terms of education and culture and those kinds of things.”
Frank Solich, the man Osborne selected to succeed him and the current head coach at Ohio University, said, “Tom was way ahead of the game in terms of looking after our players academically. It was as important to him that we had success in the classroom as well as on the football field. He wasn’t just after the wins. He was also after doing what he could to help his players get ready for what was out there in the real world. He was able to cover both of those bases and his players appreciated it and his coaches appreciated it.”
The buttoned-down Osborne has always played things close to the vest in public but he’s regarded as a warm person in private.
“He’s a very caring person,” said Solich, “I think there’s no question his players as well as his coaches knew he cared for them beyond just playing the game and coaching the game. That came across all the time. He’s a very loyal guy. He developed loyalty within his players and especially his coaches. Aa lot of us hung around a long long time and obviously there were reasons for that. Number one was how Tom treated people.
“He looked after his players and coaches. He wanted people to succeed and reach their highest potential and did everything he could in order to help us reach our individual goals. He developed such relationships that those players and coaches would do anything for him. He’s just a special guy that I think would have been special in anything he went into. He’s still helping people now with the Teammates program. I think that’s embedded in him – to help people – and so he continues.”
Solich said he tries emulating his old boss.
“Just as you could always go to him, I have an open door policy here for my players, for my coaches. They can always come to me I hope and feel comfortable in doing that and be able to really discuss anything. Tom was very much that way for the people that worked for him.”
Turner Gill quarterbacked Osborne’s 1981-1983 high-octane teams that contended for three straight national titles. Now a veteran coach at Liberty University, Gill said, “He always told people their value. He has a unique way that whenever he meets anybody, even for the first time and for a few minutes, he makes them feel like they’ve know this man for a long time. He has that presence about him. He has that unbelievable way of being able to touch people and make them feel valued.”
Gill felt such a kinship with Osborne that he asked him to be a groomsman in his wedding.
“I just wanted him to know how I really believed in him and felt about him for me to ask him. If he’d had said no it would not have been a disappointment, but I was pleasantly surprised he accepted. It’s just a fond memory and special moment not just for me and my wife but for all the people there who witnessed it.
“We’ve known each other in a deep way and continue to value each other. I feel privileged and honored to continue our relationship to this day.”
On being a servant leader
Osborne said as coach he practiced transformational leadership, where “the leader essentially serves – your main objective is to have the best possible outcome.” His best teams so bought into it that they became unstoppable forces.
He said, “If people know you care about them and value them then they are much more responsive because they feel whatever you’re asking them to do is to promote their long-term interests. It’s important the leader be able to model the behavior and be consistent. If somebody has to take the hit for something negative that happens, you don’t point the finger at somebody else, you accept responsibility.”
Heisman Trophy-winner Johnny Rodgers recalls Osborne as always “doing what he was saying.” “It was clear what his values-base was.”
Osborne said effective communication is key to leadership. His subdued personalty didn’t fit the popular coaching stereotype.
“You do a lot of listening. You try to understand what it’s like to walk in people’s shoes. You can’t be telling or ordering people around. You have to have good communication skills. Being positive is important because the best way to change behavior is to catch somebody doing something right and reinforcing it. So often people equate coaching to hollering, screaming, swearing. When you’re constantly on people’s backs, they begin to tune you out, so I tried not to coach that way.”
When he saw a need to correct, he did it subtly.
“People want to be treated with respect. They want to be given a clearly defined job and then the autonomy within that area to operate. I don’t think I ever walked around and interfered with a drill or second-guessed a coach in front of the players. If I had something I felt I needed to talk about, I did it privately.”
As Osborne’s teams often demonstrated, character, hard work and love can trump talent.
“There’s no question maybe the most important thing your team can have is good team chemistry and unity of purpose and that essentially is a very spiritual act. You focus on physical skills, you focus on the mental side – knowing assignments and making sure you understand what it is you have to do in an actual game. But I think there’s also a spiritual side, too, and the transformational leadership develops that”sense of people caring for each other and for the shared the task at hand.
He said it’s about moving people away “from thoughts that it’s all about me to making this organization, program or team the best it can be.”
He said his longtime offensive line coach at NU, Milt Tenopir, “was a really good teacher and a good representative of the kind of things I’m talking about.”
Osborne acknowledges he picked up traits from Bob Devaney that helped make him a better coach.
“I learned something from Bob about good people skills and a good sense of humor. He had a good feel for when to lighten up on the players and tell them a joke or whatever and when he should bear down on them a little bit. So it wasn’t always grinding and it wasn’t always the same all the time. He had a good touch with people.”
Devaney and Osborne
Building a culture
Osborne inherited the walk-on program and expanded it. He saw how the work habits of hungry student-athletes motivated to be Huskers could rub off on scholarship players.
“I think every organization develops its own culture and some of that depends on the values system and principles of the leadership. But I think in a very real sense the walk-on players had an awful lot to do with shaping the culture of Nebraska football because these guys constituted about 50 percent of our football team. They were mostly from Nebraska, so they grew up wanting to play at Nebraska. Most of them would give up scholarships at other schools, usually smaller institutions, to come play. Almost by definition they were overachievers. They would go the extra mile, work a little bit harder, be a little bit more loyal, be willing to sometimes be on the scout team for three or four years just to have a chance to get a letter and maybe rundown on a kickoff and be part of the program.
“As a result I think the attitude of these walk-on players began to permeate those who came from outside of Nebraska or maybe came for other reasons. Sometimes players came to be part of a high profile program, be on TV more and maybe get a faster avenue to the National Football League. But I often talked to those guys and they would mention that the work ethic and attitude of the walk-ons really began to affect them.”
Many walk-ons came out of obscurity, buried deep on the depth chart, to work themselves into the starting lineup, even stardom.
“In every case they had a great deal of determination, a great work ethic and good character,” Osborne said, “and I think that made all the difference. Character is always a big ingredient.”
Make no mistake, Osborne not only knew how to motivate and lead, he knew Xs and Os as well as anyone. He was an offensive innovator and risk-taker. He called memorable trick plays in critical situations. He boldly converted from a pro style to an option-based spread attack with dual-threat signal-callers who are now all the rage today. Rather than settle for a tie and probable share of the national title, he went for two points and the win in the heartbreaking 31-30 Orange Bowl loss to Miami.
Leaving it all behind
As surprising as those moves were, his sudden announcement he would retire following the 1997 season shocked most everybody. That’s because it came in the midst of a historic five-year run of excellence. Counting what his final team did in going 13-0 and winning a share of the national championship, he led the Huskers to an unprecedented 60-3 record and three national titles in that 1993-1997 span. Though a head coach 25 seasons, he was still only 60 years old. Many of his veteran peers went on to coach into their 70s. Yet here he was calling it quits just as NU became the dynasty program of an entire era.
In his usual pinched way, he articulated well-arrived at reasons for stepping away. None of them eased the pain of Husker fans losing the man who brought Nebraska to the pinnacle. But he methodically, dispassionately explained his decision to leave was the result of fulfilling promises he made. He also assured the program would be handed off to trusted colleagues who would maintain the carefully developed culture there.
One of his biggest disappointments came when Solich was unceremoniously fired after six seasons.
“I left the program in good shape and in good hands and we had good teams under Frank. He had some injuries that first year, then two 10-win plus seasons, played for a national championship, won the Big 12. He won 76 percent of his games, which is what some of the great coaches of the game did. Frank’s teams played at the top level, went to several BCS bowl games, played for a national championship. If you/re around for only six years and you do that, you’re a good coach, so it was unfortunate he was let go.”
One that got away
Besides losing a beloved former player, Brook Berringer, to a fatal plane crash shortly after his senior season, perhaps Osborne’s greatest disappointment was Lawrence Phillips. The tragedy that became his life and death haunts the ex-coach.
“Lawrence had some issues, primarily with rejection and abandonment. Somehow his mom had chosen a boyfriend over him and he was kicked out of the home when he was 10. He was pretty much homeless for two years. Then he got put in a group home. It was a pretty rough place. Everyone was there for criminal activity. He was 12 when he went in and I think there was some abuse.
“He was pretty well crippled. He didn’t have a lot of trust for people. We knew Lawrence had a difficult background but we also knew the people at the group home said that he had not committed any crime, that he was very adamant against drugs and alcohol and gangs. The coaches at his high school were very complimentary of him, too. He completed two years of school in his senior year because he missed most of two years. He tested out as academically gifted. He had the characteristics of a very good player – unselfish, great work ethic. So we weren’t necessarily out there recruiting a problem.”
Osborne said when Phillips was charged with two misdemeanors for entering a female student’s apartment and dragging her down three flights of stairs, he was kicked off the team with conditions for possible reinstatement.
“He met all the conditions, including going to counseling. When he went to the NFL I told his agent he needed to stay in counseling.”
Phillips stopped going to counseling and between the lack of mental health support, the big money and the rejection of being cut and suspended several times, he spiraled downward.
“He attracted a certain group of hangers-on, most of whom were from that group home, and I don’t think they did him any great service,” said Osborne, who remained in contact with Phillips.
“One thing led to another. Primarily he experienced rejection. He had a lot of that going on and he didn’t handle it well, so he went to prison.”
In prison, where Phillips killed someone and later committed suicide, prison officials ignored his insistence that he not be given a gang member for a cellmate.
“There was a fight and the other guy died.” Osborne said. “Lawrence got the feeling there was no way he was going to get out of prison, so he took his own life. It’s a very sad story because he had a lot of things going for him, but he just wasn’t able to overcome his previous experience.”
Phillips was not the first or last NU player from a troubled past. Osborne earlier helped Johnny Rodgers stick to the straight and narrow after a hold-up he was charged in came to light. “We ran a lot of laps together,” Osborne wryly noted. Osborne was his position coach and by the time he was assigned to shepherd the player, Rodgers said “we were already hooked at the hip and then we had to get a little deeper because things got a little bit more complex.” “He gave me direction. He was my mentor and he’s been one of my mentors ever since.” Rodgers added.
Osborne wrote the foreword for a new book by Rodgers. Reading the book, Osborne said, “there were some things in his background I had not realized he went through.” “He came up from a difficult circumstance – pretty much without a dad and with a very young mother,” he said. “Johnny sometimes required a little discipline but we stayed with him and it’s been a journey. But he’s certainly made considerable strides in his lifetime and done some good things.”
Osborne went into some rough hoods after recruits.
“I went to a lot of inner city areas and there would be times when the mother would make sure the player was down at the curbside to walk me up because if I walked up into the housing project unaccompanied it could be a pretty dicey situation. But you did what you had to.”
The longer he coached, he saw more products of broken homes.
“We began to see a lot of changes in family structure. In the ’60s you very seldom ran across a player who didn’t have both biological parents living under the same roof with them and by the time the ’90s began to unfold you began to see more and more kids who were in families that had split up and a lot of them that didn’t have fathers. Some of these young persons quite often were not familiar with discipline and how to relate to authority and those kinds of things.
“Many of them had mothers struggling just to keep their head above water financially and not always able to devote a lot of time to their kids.”
Other societal-cultural trends added to the challenges.
“Talk radio and social media started to come along. With the influence of technology a lot of kids don’t have the same emotional intelligence. So much of their communication is electronic anymore. It used to be when you got on an airplane or a bus there was a lot interaction, people talking, and now it’s sometimes dead silent. People have headphones on or else they’re texting someone maybe three-four feet in front of them. That kind of communication doesn’t have the emotional content. It’s very much scripted and as a result some people don’t have the ability to carry on a conversation or understand where somebody’s coming from, what they’re feeling, so they’re blunted emotionally.”
Osborne’s interest in giving young people a solid emotional footing led him and his wife Nancy to form the Teammates Mentoring Program for at-risk youth.
“We feel you can’t always legislate strong families but you can provide a mentor. In many cases it’s the difference between life and death and some pretty serious outcomes. We’re in our 25th year.”
Of the program’s first cohort of 22 students, 20 graduated on time and 18 went onto higher education – trade school, community college or four-year universities. One even went to Oxford.
“We thought, well, maybe there’s something to this, so we expanded the program, first here in Lincoln, and we began to mentor young men and young women from third grade through high school. We ended up last spring mentoring 8,000 kids. We’re in 45 school districts across Nebraska, into iowa and some in Kansas. So it’s grown a lot and that’s where I spend most of my time.”
He actively recruits mentors and more are needed now than ever he said, “because we’re growing and trying to get over 12,000 matches over the next few years.” He added, “You always lose some mentors every year. Some have been with their mentee for years and want to do something else. We try to re-engage them but some don’t come back. There’s always people that move or get transferred. Just to stay at 8,000 we’re going to have to replace about 800 to a thousand mentors and then try to add another thousand on top of that.”
Tom and Nancy Osborne
Purpose and meaning
He strongly advocates volunteering for retirees who have some time on their hands.
“Retirement is tricky. Some people don’t last very long after they retire. I think you’ve got to feel that life still has purpose and meaning and you still can make contributions. Most people can in some way until the day they draw their last breath. It can be as simple as making a few phone calls to people who are hurting, delivering meals on wheels, teaching Sunday school or mentoring a young person. And yet we’ve been having trouble with the Baby Boomers. Some of them are responsive but not to the degree you would think you would see.”
He said he’s learned some things about retirement.
“You always hear stories of people who look forward to retirement and then they find out it isn’t what they thought it was going to be. Playing golf every day and traveling is okay for awhile but then at some point you wonder does this mean. Making a contribution and living with meaning and purpose is important. It think it’s really important if you retire that you have some hobbies and a willingness to engage in something that requires service and sacrifice for somebody else. Otherwise it becomes a very self-absorbed lifestyle, which i don’t think is particularly healthy.”
University of Nebraska at Omaha Department of Gerontology professor and chair Julie Masters often taps his experience by asking him to speak about aging and end of life.
“I asked him to share his thoughts with the death and dying classes I teach for our department at UNL. I also have him share the benefits of serving as a Teammates volunteer. Each semester he wows the students with his wisdom and insight about life and living and meaning and purpose.”
She likens his sage advice to that of the late Morrie Schwartz in Mitch Albom’s Tuesdays with Morrie. “Students see this required book come alive in Dr. Osborne’s words. I greatly admire him for his wisdom and compassion. He is an extraordinary example of someone who is aging with grace and dignity. Indeed, he is a role model for young and old alike.”
The old coach walked away with few regrets and appears quite satisfied with the quiet place he’s landed after so the limelight.
He still talks regularly with former players and coaches and enjoys catching up with their lives.
“We talk about a little bit of everything,” Turner Gill said.
What impresses everyone who knows him is his constancy.
“If he says he’s going to do something, he’s going to do it – he’s not going to vary off of it.” Gill said. “You don’t have to write it down, you can just count on it, because he understands his true purpose each and every day.”
As Division I collegiate athletics have become an ever larger big business segment for insitutions of higher learning, the recruitment of promising young student-athletes has gotten out of hand. Recruitment starts ever earlier and proceeds with an intensity far out of proportion to the reality that finds very few of these kids ever making much of a mark, athletically speaking, in college, much less in the professional ranks. Often times lip service is given to their academics. This pipedream on both ends of the transaction makes kids over-hungry to be courted and colleges over-zealous to secure their pledges and services. When money is at the root of things, as it is here, bad consequences are more apt to occur, including rash, cruel decisions based on cold calculations, not on the best interests of all involved. A cautionary tale of what can happen is the story of Aguek Arop, an Omaha South High hoops phenom who accepted a University of Nebraska scholarship offer tended to him when he was barely 15. After recently learning NU was no longer excited to have him, he’s reopened his recruitment just a few months before the start of his senior season at South. As my El Perico story reports, the way things played out left South Coach Bruce Chubick none too happy. He feels NU did his young star wrong and he’s not mincing words about it. He also feels Arop will wind up in a better situation, as there are several Division I schools now recruiting him, and will use the motivation of this rejection to have a great senior year. Arop and his teammates are defending the state Class A title his Packers won last year.
Storybook hoops dream turns cautionary tale for Omaha South star Aguek Arop
©by Leo Adam Biga
Originally appeared in El Perico
ERIC GREGORY/Journal Star
In 2014 Omaha South High’s Aguek Arop realized a hoops dream when, at 15, he accepted an athletic scholarship offer from Nebraska. Now this once storybook wedding between promising player and program has turned cautionary tale.
His Husker commitment made him the latest Omaha Sudanese athlete to make waves in local hoops. But he recently re-opened his recruitment after NU coach Tim Miles, who can’t comment per NCAA rules, made the offer conditional. In August, Miles, reportedly asked Arop, now 17 and a senior who led South to the Class A state title last year, to attend a post-graduate prep school for developmental purposes.
Observers say it’s an odd change of heart about a heralded player from a program fresh off two straight losing seasons and lacking any in-state scholarship players. Miles surprised many when he offered Arop so early but shocked more with this twist.
South coach Bruce Chubick Sr. said, “It’s an unknown quantity down there. I think they’re in panic mode.”
Upon getting the news Arop, reigning Gatorade Player of the Year in Nebraska, said, “I think my mind just kind of went blank. I didn’t really know what to think, I’ve now moved on. I didn’t take it personal. I looked at it as business.”
Chubick knows his star felt a deep sting.
“Nobody likes to be rejected. He was hurt and I was hurt. He’s like one of my kids and when your kids hurt, you hurt. I knew it was a tough thing for him. He loves Nebraska. He stayed true to his word. I’m proud of him for that.”
As for questions about Arop’s readiness, Chubick feels he’s ahead of two other Division I players he coached at this same point in their careers: his son Bruce Chubick and John Turek, both of whom starred at NU and professionally overseas. He said Arop has things you can’t measure in terms of “heart and determination,” not to mention a 6-foot-6 frame, 7-foot-plus wing span, high motor and huge athleticism.
“That kind of gets lost in the shuffle.”
Chubick doesn’t like the way NU handled the situation.
“I kind of felt in the spring they were getting cold feet about the fact he hadn’t grown, that he’d got hurt – missing his sophomore season. I mean, there were some indicators we kind of picked up on,” said Chubick.
“If they would have just set Aguek down and told him, nobody would have been happy but at least they would have been up front. You see, he played in all these tournaments all over the country and played really well, but all the college coaches knew he was committed to Nebraska, so they left him alone. So, he pretty much went through the summer circuit and then they (NU) pulled the plug after the fact, when it was too late to be recruited by these schools.”
2017 Omaha South G/F Aguek Arop will move on from Nebraska and has reopened his recruitment.
Chubick also didn’t appreciate Miles passing the buck.
“They wanted me to break it to him,” Chubick said, “and I wasn’t real fond of that because it’s not really my place. I mean, he held true to his commitment.”
Though NU technically didn’t de-commit, Chubick said their loss of interest got couched “under the ruse of going to a prep school, which to me meant they didn’t have a plan for him.” He said, “If Nebraska would have said we want you to redshirt that first year, that would have been the indicator they really had a plan.” In his opinion no redshirt option was broached because NU’s “loaded at the 3 spot, which is probably what he would have to play.” He noted, “They have a freshman and a transfer coming in who play Aguek’s position. The math doesn’t add up.” Meaning, he said, even if Arop went the prep school route, “they wouldn’t have a scholarship for that position and they’re all about numbers down there, which I think is a mistake.”
Chubick said, “I’ve told Aguek, things happen for a reason and maybe this is a good thing. A couple schools that have expressed interest in him were in the NCAA tournament.”
He expects Arop to play his final South season proving a point.
“Oh, I think he’s going to be hungry as all get out. I want him to be pissed and have the I’m-going-to-show-you attitude, and I think he’s got that. ”
Arop simply said, “I can’t wait for the season to start.” He appreciates his coach having his back. “He’s always looking out for us. He doesn’t let anyone try to take advantage of us.”
As for where he’ll play in college, he said he’ll choose “the best fit for me” and one “somewhat close to home.”
South opens its season in December.
The more researchers explore the human brain the more evidence there is that very young children, even infants, learn from the very start of life and then so much of their continued development is dependent on how they are nurtured and stimulated and what they are exposed to. The more enriching and interacive the environment it seems, the more children thrive and the better prepared they are to succeed as they progress through those critical developmental years. Sam Meisels knows all about that and a lot more when it comes to early childhood. He leads the Buffett Early Childhood Institute at the University of Nebraska and he and his staff work hard to make Nebraska the standard by which early childhood progams and initiaitives are judged.
Sam Meisels leads early childhood mission through Buffett Institute
©by Leo Adam Biga
Originally appeared in The Reader (www.thereader.com)
Since Sam Meisels arrived in 2013 to head the Buffett Early Childhood Institute, he’s become the academic-based advocate ally to the socially conscious philanthropist who hired him, Susan A. Buffett.
The dynastic wealth of the Buffetts has always had a progressive bent, Billionaire investor Warren Bufffett’s first wife, the late Susan Thompson Buffett, gave generously to liberal causes.
The daughter has carried on this legacy by supporting quality education for children from low income families. Her Sherwood Foundation is a major player behind programs attempting to bridge achievement and opportunity gaps from birth through college. Her Buffett Early Childhood Fund backs Educare. The Fund created the Institute in partnership with the University of Nebraska.
The research, policy, outreach-armed Institute housed at the University of Nebraska at Omaha emerged from her conversations with NU-system leaders about the need to improve early childhood outcomes for at-risk populations. She and Meisels say since learning begins at birth any early deficits can contribute to later academic-reading struggles. That’s why enriching activities from infancy on are vital. As the Institute’s tag lines read: “Start Early, Start Well” and “All children need the opportunity to develop, learn and succeed in life.”
In Meisels, she tapped an early childhood guru as BECI’s founding executive director and as Neb.’s new Pied Piper for the cause.
“Sam is the real deal. He’s a world-class early childhood leader deeply committed to leveling the playing field for very young children growing up in families facing some very tough odds. Sam’s vision of making Neb. the best place in the country to be a baby is a vision inspiring more and more people, and I’m convinced we’ll get there,” she says.
“Children are born learning. Their earliest experiences set the trajectory for how they will succeed in school and life. Sam has put together a team at the Institute to help him and, really, to help all of us across the state close the student achievement gap and develop an early childhood workforce to do the critical work of nurturing Neb.’s youngest learners.”
Meisels came from Chicago, where he helped make Erikson Institute the nation’s leading graduate school in child development. Before joining Erikson in 2002, he held senior positions at prestigious schools.
The University of Rochester graduate with a master’s and Ph.D. from Harvard Graduate School of Education has ample experience with children both as a parent and as a former pre-school, kindergarten and first grade teacher. As a leading authority on the assessment of young children he’s spent much time observing early child ed programs.
Most of his time today is spent with stakeholders, including school district superintendents, education officials, legislators and philanthropists, as well as with fellow experts in devising strategies and policies for better assessment and training.
On September 11 the Buffett Institute and the Aspen Institute hosted a panel discussion featuring leading early childhood experts about the future of early childhood education and care.
Institute staff have traveled the state to meet with and speak to many constituencies. With the Buffett and NU names preceding them, Mesiels and Co. can get in any door and before any audience to advocate for quality, accessible early childhood programs that educate rather than warehouse, that have well-trained staff and that are accountable to state standards.
Meisels is impressed by the public-private support marshaled for early childhood efforts in Nebraska. Those initiatives are in part responses to societal failures. The state faces a crisis of young children living in poverty, a factor posing serious challenges for healthy development. The 2010 census showed 40 percent of all children birth through age 5 in the state meet the Nebraska Department of Education’s general at-risk criteria, including low income, English as a second language, having adolescent parents or being born prematurely. That percentage equates to 60,000 children statewide. The numbers keep growing.
These problems are magnified in families and communities lacking resources for quality out of home child ed and care. Meisels sees a need for more such programs wherever he visits.
“A lot of pre-schools I go into, not just in Neb. and certainly not just in Omaha, are places where kids spend time, but they don’t learn very much. They meet in places where there’s very little attention paid to something as simple as transitions, whether it’s from home to school or within school from one activity to another activity. Most very young children have trouble making transitions – being able to change what they’re doing into something else and do it in a way that makes sense in a group of 12 or 20 children.
“We’re talking also about relying not at all on television but relying instead on what takes place interactively. We’re talking about having art experiences, alphabet letters, displaying children’s work on the walls, having goals in the areas of social problem solving, literacy, math. Even for 3 year-olds and 4 year-olds you should have appropriate goals in those areas.”
Meisels doesn’t often see those things in place. He also sees disturbing disconnects in the continuum of early childhood programs.
“Right now in this area we have a number of 4 year-old programs sponsored with public dollars but very, very few programs for 3 year- olds. It’s like having sixth grade and fourth grade but no fifth grade.
That doesn’t work.”
Meisels not only finds it illuminating but rejuventating to visit pre-schools in order to get a handle on what’s happening in settings where young children spend much of their time.
“When I go into a pre-school I actually feel transformed, honestly. I’m taken over by the environment. The first thing I do is look around and see how many adults are there and how many children are there. Then I just listen for a little bit to get the tone – how are children talking to each other, how are adults talking to children, how are children tailing to adults. I note the interactions and how problems are solved.
“Then I start to walk around and note what the materials are like – are children able to reach them, are they in good repair, is there a good variety. Do we just have a few books and counters for math or are there blocks, is there a dress-up corner for dramatic play. On and on and on. That gives me a pretty darn good idea.”
He says while most out of home providers are motivated by the right reasons, some cut corners rather than put children first.
“If you’re going to be very concerned about the bottom-line, you’re going to try to have to hold costs down, most of which are for the personnel, and to that extent you’re going to short change everybody.”
He says most providers pay relatively poor salaries – on average $28,000 – to child care educators.
“That’s a terrible salary given that who’s more important to us in the world than our children. We’re also paying it all out of our pocket. The amount of federal and state dollars that goes into early childhood is very, very small compared to what goes into K-12 education. So who pays for it? Parents pay for it.
“Salaries, work conditions and benefits are very, very bad and the status of that profession, my profession, is low as a result.”
All of which serves as a disincentive to enter the field, leaving many inner city and rural communities wanting because there aren’t enough early childhood educators to meet the need.
With providers charging a few hundred dollars to a thousand dollars or more a month, parents must make hard decisions and sacrifices, perhaps going well out of their way in order to access child ed or care.
“These are generally young people and they can’t be stretched very far,” Meisels says.
Parents of limited means sometimes choose the more expedient rather than best option, including in-home providers operating off the radar and therefore outside the eyes of regulators.
“Many people are unlicensed and then they’re totally unregulated,” Meisels says.
Since not all children who receive out of home child care are in licensed-regulated settings, he says, “We have to find ways of reaching out to them through professional development, improving the quality of the programs as a general rule.” He says, “For those programs that do enroll children who receive any kind of state subsidy the state now has a quality rating system and so those programs over the coming years will have to meet certain minimum requirements of quality, not just health and safety, and we will work with that and try to improve that.”
The Institute has launched the Early Childhood Workforce Development Program in order to raise the standards and skill levels of early childhood staffers. It is hosting higher education faculty from across the state October 5-6 for the conference “Transforming the Early Childhood Workforce in Nebraska.”
Meisels says another challenge posed by the early childhood arena is variable quality in day cares and after school programs. ”
Some of them have educational goals, some of them have more fun, play-based goals. It’s a big issue all around. Actually United Way of the Midland here is focusing more of their attention now on trying to improve after school programs.”
A formal approach to the issue is the Achievement Gap Challenge through the Superintendents’ Early Childhood Plan mandated by the Nebraska Legislature (LB 585). The plan will be funded for three years by the Learning Community of Douglas and Sarpy Counties. Created in collaboration with 11 metro area school districts, the plan aims to reduce achievement gaps for children birth through age 8. It emphasizes creating more quality pre-school for 3 and 4 year-olds and enhancing teaching and curriculum for pre-K through third grade.
Home visits will target at-risk kids up to age 3. The idea is to educate families about activities and resources that aid development in situations where children may not be getting the stimuli they need.
“For example, we know if children aren’t exposed to a lot of words early in life that even as early as 18 months they’re going to show a deficit in vocabulary that can persist all the way through third grade,” Meisels says. “And we know there’s a very tight correlation between vocabulary and learning to read.
“So we want to teach people to talk, to read and to sing to their kids. We want to help them learn how to help their children grow in terms of physical well-being, fine motor and gross motor skills, all aspects. We need to communicate to parents – what are our goals for learning. how well is your child doing in terms of what has he learned about this and about that. We particularly want the parent to have a strong relationship with the child. What takes place between the parent and child is the driving force in childhood development.”
He says it’s not only parents who can stand to be schooled about children’s age appropriate behavior.
“We need to teach parents about why play is a valuable avenue of learning for young children, why there’s always a surplus of activity level in children. We need to teach teachers that, too. Some kids getting expelled are not wanting to sit down all day long or for a few hours, which is what we would expect for a 4 or 5 year-old. Some people don’t know that.”
He says the Institute will monitor and support early elementary ed outcomes with schools, centers and families.
“We’ve got to think in terms of families rather than parents because a lot of children are raised by other family members. We have to think about the family with the child all the time. There’s no such thing as an isolated child because as humans cannot survive alone. That’s not just our physical needs but our emotional needs, our intellectual needs. We need to be supported, scaffolded all the way, for a long time.”
He says education intervention is generally well-received.
“Because you’re very alone when you’re the parent of a very young child and a new-born especially, you want someone to talk about it with. How you do it is very important. Finding someone from the community who understands what you’ve been through is very important.”
He says the early childhood field’s come a long way.
“We have learned what to do with kids, we’ve learned how to do it better. We’ve learned that children can learn a great deal. We’ve learned the first five years of life is when the greatest amount of brain growth occurs. All of that is supportive of what we’re doing. We can teach very young children about letters, about numbers, about shapes, about space, about all kinds of things like that.
“A more recent revolution is we’ve learned we need to teach them about non-cognitive things, too, like taking responsibility for their actions, relating to others, being cooperative. It’s these non-cognitive factors that have a lot to do with how well they succeed then in life. Much of the evidence behind that has grown out of what we’ve learned from early childhood programs as we follow kids longitudinally through their early adult years.”
He says early childhood has more visibility “than at any time” and
“the research is pretty clear that if we can be persistent in our effort we will experience the persistence of effect.”
When it comes to assessment, Meisels says No Child Left Behind initiated “more testing than we’ve ever seen and most of it has not been useful.” He adds, “A lot of it has been punitive in nature. I think something that is punitive is not educational.”
“The assessment work I do,” he says, “is based upon teachers observing, recording and comparing to standards in order to differentiate what they do with individual children. You have to have evidence-based data. We learn how to observe so that we have some reliability and repeatability. Based on that I can see this is a child who learns in this way but not so well in that way and I can use that to help the child develop and have success.
“It is more resource-intensive for a teacher but teaching’s a tough job and this actually improves your teaching.”
Another punitive thing that happens in pre-schools, he says, is children being suspended or expelled for behavioral issues.
“It is a national problem. Boys are more frequently expelled than girls.”
Some reports suggest boys of color are disproportionately impacted.
Meisels isn’t surprised it happens given that the overwhelming early childhood workforce is white females.
“There are problems of identification with an authority figure who looks so different and is so different. Children from minority backgrounds may not have encountered a white authority figure before.”
He says the kinds of behaviors that can lead to disciplinary action are preventable and solvable.
“Often a teacher doesn’t know how to structure a physical space for pre-schoolers. Some kids will respond to your saying ‘no running,’ others won’t, they like to challenge, they like to test limits. which is a very natural healthy thing to do.
“It’s our job as adults to help the child cross that divide and we have to understand where the child is so we can be successful at that. It’s a huge responsibility for the teacher to bring a child into a learning world
and to expel a child at that age is a failure on the part of the teacher.”
Meisels sees a largely health early child landscape here.
“Some factors that led to the establishment of this Institute help Neb. stand out in a very positive way. That doesn’t mean we don’t have a lot of work to do, but it means there are points of excellence here. We have combined public-private programs focusing on the first three years of life that very few states have. We have four Educare schools. We have three colleges of education in the NU system.
“There are things that need to improve, too. We are a rural, low population state, so as you get into greater Neb. there are fewer people prepared at a high level. Our standards of qualification for taking care of children are not high. Some say if we made them too high we’d have nobody to serve the kids in need. We want to find ways of improving that situation. We have very few birth to 3 programs and very few programs for 3 year-olds.”
Overall, he says, “there’s room for a lot of improvement and there’s a lot of strength to build from.”
He says the investment made to support the Institute’s work sends a message that “the lives of young children at risk and their families are important enough that they would rise to be a priority of the university,” adding, “Most universities don’t do that and this is one saying that it’s important enough for us to do it.”
The Institute’s interdisciplinary-collaborative work spans across all four University of Nebraska campuses in Lincoln, Kearney and Omaha.
“What I say to the deans around these campuses is that we can identify where most of the children at risk are coming from and we want every single one of those children 18 years after they’re born to be eligible to apply and to be qualified to be accepted at the university.
“So in a way it’s a jobs program – that these kids should grow up and hold jobs and be real contributors here in this state. Early childhood I always say is not an inoculation, it’s an investment.”
Somehow I missed it, but for years now my alma mater the University of Nebraska at Omaha has been making itself a national leader in local community engagement efforts and service learning projects. In doing this story for Metro Magazine (http://www.spiritofomaha.com/Metro-Magazine/The-Magazine/) about the still new UNO Community Engagement Center I was properly schooled on just how deeply interwoven the university is in the community. Just in the few months since filing this piece I’ve found myself drawn to that center for a variety of events.
Better together: UNO Community Engagement Center a place for conversations and partnerships
Collaboration the hallmark of new university facility
Center in line with UNO’s metropolitan university mission
©by Leo Adam Biga
Appearing in the February/March/April 2015 edition of Metro Magazine (http://www.spiritofomaha.com/Metro-Magazine/The-Magazine/)
Since opening last March the Barbara Weitz Community Engagement Center at UNO has surpassed expectations in its role as a bridge between the university and the community.
“We knew it was going to be a benefit to the community,” CEC director Sara Woods says, “we just didn’t anticipate how much use it was going to get and how many organizations were going to take as much advantage of it as they have.”
In its first eight months alone the two-story, 60,000 square foot building located in the middle of the Dodge Street campus recorded 23,000 visits and hosted 1,100 events. The $24 million structure was paid for entirely by private funds. It’s namesake, Barbara Weitz, is a retired UNO School of Social Work faculty member. She and her husband, Wally Weitz, are longtime supporters of UNO’s service learning programs. The Weitz Family Foundation made the CEC’s lead gift.
As an outreach hub where the University of Nebraska at Omaha and nonprofits meet, the center welcomes users coming for meetings, projects and activities. Interaction unfolds transparently. Conference rooms have windows that allow participants look out and passersby look in. The glass-fronted facade offers scenic views of the campus and lets in ample sunlight. A central atrium creates an open, airy interior whose enclosed and commons areas invite interaction.
“This is a very public place and we want to keep it that way.” Woods says.
She, along with UNO colleagues, students and community stakeholders, worked closely with Holland Basham Architects to envision a collaborative environment that, she says, “feels different than any other campus building and offers incredible flexibility.” Project designer Todd Moeller says, “Spaces were intentionally arranged so that users would be prompted to utilize several parts of the building, thus increasing the opportunity for the spontaneous meeting.”
Artwork by several community artists adorns the walls. UNO junior art major Hugo Zamorano joined community artists in creating a 120-foot mural in the center’s parking garage.
Zamorano is a former tagger who found a positive outlet for his graffiti at the Kent Bellows Mentoring Program, under whose supervision he worked on several community murals. Now a mentor for the program, he joined two other artist mentors and three high school artists in creating the CEC mural symbolizing community engagement after input from UNO and community leaders.
Diverse partners and spaces
Woods says the collaboration that went into the mural project mirrors the CECs intended purpose to “be a place where people gather, plan, collaborate to find ways to solve problems.” She says that’s exactly what’s happening, too. “People are holding workshops and meetings and conferences around critical community issues and these things are happening very organically, without any orchestration. We’re excited about the extent of use of it and the range of organizations using it. We’re excited about the debates, the dialogues, the forums.”
Nineteen entities – 11 nonprofits and eight university-based organizations – officed there last fall. Among the nonprofits are the Buffett Early Childhood Institute and Inclusive Communities. Signature UNO engagement efforts housed there include the Service Learning Academy and the Office of Civic and Social Responsibility. All have different focuses but each is in line with serving the common good.
“They all work side by side in this great collaborative environment we created,” Woods says. “Those organizations are thriving here with us. They’re great ambassadors. They take advantage of our volunteers, our interns, our graduate assistants, our service learning classes. They have students work on special projects for them.”
Service Learning Academy director Paul Sather and Office of Civic and Social Responsibility director Kathe Oelson Lyons report new partnerships resulting from the ease of collaboration the CEC fosters.
“I mean, you just walk down the hall to have conversations with people,” Sather says and new partnerships get formed.
Building namesake Barbara Weitz, who serves on many community boards, says the sheer variety and number of organizations that office or meet there means connections that might otherwise not happen occur.
“People engage in conversation and find they have common interests. There’s just so many possibilities. The communication just starts to ripple and in a way that’s easy for everybody and in an environment that encourages collaboration and creativity.”
She says many small organizations lack space of their own for meetings and the CEC, whose meeting rooms are free for nonprofits meeting certain criteria, provides a valuable central spot for confabs. Those rooms come in a range of sizes and are state-of-the-art.
Among the CEC’s many engaging spaces, the Union Pacific Atrium, honors the legacy of Jessica Lutton Bedient, a University of Nebraska-Lincoln graduate and UNL Foundation employee who devoted her short life to volunteering.
Nine additional organizations were slated to move in over the semester break. In a few years the current roster of community tenants will have moved out and a new group taken their place. Whoever’s there the center will continue being a funnel for community needs and a tangible expression of UNO’s metropolitan mission to respond to those needs.
Fulfilling a larger community mission
“A metropolitan university has an obligation and commitment to serving its urban community and we do that through purposely applying our student, faculty and staff resources through teaching, service and applied research,’ Woods says. “It’s reciprocal in that way. We don’t just treat the city as a laboratory, although we want to learn from it and gain knowledge from it, but we try to do work that benefits the community as opposed to being in an ivory tower where the university exists within a metropolitan area but doesn’t necessarily give back.
“We really see ourselves as a thriving part of the metropolitan community and because of that we have an obligation to contribute to it. That’s our metropolitan mission. Not only is it part of our DNA we believe urban universities like ours are going to become more and more important going forward.”
She says the ever enhanced reputation UNO enjoys in its hometown is a direct result of the university “connecting to our community and showing the value we offer our citizens in so many ways and you see a lot of these things come together in this building.”
Woods says UNO’s engagement legacy is strong and ever growing.
“There’s a sea change taking place in faculty seeing engagement, whether through their research or teaching or service, as a natural part of what they do. This campus allows that to happen. A lot of physical, student and faculty capital is going towards that. It’s wonderful watching it grow. The CEC is one giant mechanism to promote engagement throughout this campus. We hope to support, encourage and promote engagement wherever it takes place at UNO.”
She says the center is “the only stand-alone comprehensive engagement-focused facility of its kind in the United States,” adding, “We’re very unique and we’re getting a lot of national attention.” Because access is everything the center’s easily found just south of the landmark bell tower and has its own designated parking.
Service learning projects and volunteering opportunities connect students to community
Being intentional about engagement means that not only UNO faculty and staff connect with community at the center, so too do students, who use the CEC to find service projects and positions in the metro.
“We know those co-curricular experiences are really helpful in building a student’s professional portfolio,” Woods says. “If we can engage students as volunteers or inservice they are more likely to do well in school, to be retained, to graduate, to get a good job in a profession. When they are successfully employed they are more likely to be engaged in their community. We know that’s even more the case for first generation students and students of color.”
UNO annually offers more than 100 service learning courses across academic disciplines. In service learning projects UNO students gain experiential opportunities to apply classroom lessons to real-life nonprofits and neighborhoods. UNO students work collaboratively with K-12 students on projects. Some projects are long-standing, such as one between UNO gerontology students and seniors at the Adams Park Community Center. Other projects are nationally recognized, such as the aquaponics program at King Science Center, where UNO biology and chemistry students and urban farmer Greg Fripp teach kids to build and maintain sustainable systems for growing food.
A new project recently found UNO political science students partnering with the Northwest High School student council on the No Place to Hate dialogue process taught by the Anti-Defamation League’s Plains States Region. The ADL invited 100-plus students from nine high schools to the CEC for a discussion facilitated by UNO-ADL. In small groups participants shared views on bullying and racial attitudes and strategies to increase understanding and compassion.
“It’s very much integrated learning where you take learning and combine it with the needs of a nonprofit or a neighborhood or a community organization,” Woods says. “Part of students’ academic credit is earned working with a partner organization.”
Students find other service avenues through the Office of Civic and Social Responsibility (CSR), whose the Volunteer Connection and the Collaborative pair students with organizations’ short term and long-term needs, respectively. Woods says these service opportunities are designed to “put more meaning into students’ volunteer experiences” by putting them into leadership positions. In the Collaborative UNO students serve as project managers for a year with the nonprofits they’re matched with, giving students resume-enhancing experiences that assist organizations in completing projects or events.
CSR director Kathe Oelson Lyons says, “Corporations are more and more seeking employees who are willing to engage in the community. We know service enriches students’ educational experience and that stimulates success in academics and in the soft skills of learning how to interact with others and gaining an awareness of the greater community. We know our students will leave with a rich set of skills transferable to any work environment upon graduation.”
“Service is a great open door,” Lyons says. “Anybody can do it and everybody is welcome. It allows for access to all and that’s a wonderful leveler for community and university. When you have students out in a neighborhood rehabbing a home they’re interacting with neighbors, who see that these students aren’t so different from me. It’s a great equalizer. Students learn a great deal from the community, too. They learn more about what the needs are, what’s happening in areas of the community they’d never entered before.”
Lighting the way
As a conduit or liaison for community collaboration, Lyons says the center “isn’t the end point, it’s the connecting point – we still need to be out in the community” (beckoning-reaching out). “That’s the power of the building. It’s kind of a beacon. It always feels like to me it’s the lighthouse and it shines the light both ways. It’s a reflection of who the university is and the university is a reflection of who the community is.
“What a wonderful symbol of a metropolitan university – to be a lighthouse of stewardship and scholarship.”
Donor Barbara Weitz was turned on to the power of service learning as a UNO faculty member. She and her philanthropic family regularly see the benefit of engagement on the social justice causes they support. Weitz sees the UNO Community Engagement Center as the culmination of what UNO’s long been cultivating.
“For me it’s the embodiment of what everyone’s been working towards at UNO, including the chancellor. This idea that we’re a metropolitan university set in the middle of a community with rich resources but also huge needs. The fact that we can a have a place where we come together and through a variety of methods, not just service learning, and meet and talk about what we’re working, compare it with what other people are working on, and find ways to partner.
“It’s all about bringing people together to create the kind of energy it takes to make big change in a metropolitan area. It’s the kind of vital space that’s needed on a college campus.”
Connect with the CEC at http://www.unomaha.edu/community-engagement-center.
I wrote the following feature and sidebar exploring some trends about the changing face of Neb. and the University of Nebraska at Omaha, my alma mater. Slowly but surely the state and some of its institutions are becoming more diverse. Some of the changes can be readily seen already, others not so much, but in a few decades they will be more obvious. It’s a healthy thing that’s happening, though diversity is still taking far too long to be fully felt and lived and embraced in all quarters, but that’s for another story.
Nebraska’s Changing Face
©by Leo Adam Biga
Nebraska’s “Plain Jane” sameness has long extended to its racial makeup. Diversity hasn’t held much truck here. Even when the foreign-born population was at its peak in the state’s first half century, the newcomers were predominantly of European ancestry.
An African-American migration from the Deep South to Omaha in the early 1900s established the city’s black base. Until a new immigration wave in the 1990s brought an influx of Africans and Latinos-Hispanics to greater Neb., the composite face of this Great Plains state was decidedly monotone.
The perception of Flyover Country as a bastion of white farmers has never been completely accurate. The state’s two largest metropolitan areas, for example, have always boasted some heterogeneity. Urban areas like Omaha and urban institutions such as the University of Nebraska at Omaha express more racial-ethnic diversity because of longstanding minority settlement patterns and the university drawing heavily from the metro.
But it is true Neb.’s minority population has always been among the nation’s smallest, which only supported the stereotype.
Finally, though, its minority numbers are going up and its diversity broadening.
Still, if Nebraskans posed for a group portrait as recently as 1980 more than 9 of every 10 would have beeb white. Only 6 percent identified as African-Americans, Latino-Hispanics, Native Americans or Asians.
The lack of diversity extended virtually everywhere. The largest minority group then, blacks, was highly concentrated in Omaha. Despite slow, steady gains blacks still account for only 13 percent of the city’s population and 4 percent of the state’s population.
But as recently announced by UNO researchers, Neb. is changing and with it the face of the state. A group picture taken today would reveal a noticeable difference compared to a quarter century ago, with whites now accounting for 8 of every 10 residents. Indeed, the state’s minority population has more than doubled the past four decades, with by far the largest increase among Latinos-Hispanics, who now comprise the largest minority segment. Latinos-Hispanics are on a linear growth trajectory. They tend to be young and their women of childbearing age.
Minority growth has been even greater in select communities, such as Lexington, where meat processing attracted newcomers.
Celebrated native son filmmaker Alexander Payne’s new movie “Nebraska” – set and shot primarily in the northeast part of the state – accurately portrays a slice of Neb.’s past and present through a large ensemble of characters, all of whom but two are white. The exceptions are both Hispanic. The Oscar-winning writer-director may next make a partly Spanish-language feature about the impact of the immigrant population on Neb.’s towns and cities.
New UNO Center for Public Affairs Research projections posit that by 2050 the state’s portrait will dramatically change as a result of major demographic trends well under way. Within four decades minorities will account for about 40 percent of the entire population. Nearly a quarter of the projected 2050 population of 2.2 million, or some 500,000, will be Latino-Hispanic.
It’s a sea change for a state whose diversity was traditionally confined to a few enclaves of color. Immigration, migration and natural causes are driving this new minority surge.
Everything is relative though. So while CPAR Research Coordinator David Drzod says, “Our diversity will increase,” he adds, “Neb. is one of the less diverse places countrywide and other states are going to become more diverse as well.”
Still, the snapshot of Neb. is changing due to real demographic shifts with significant longterm consequences. Just as the majority white base is holding static or declining, non-whites are proliferating. The results can be seen in the ever more diverse profiles of some communities, neighborhoods, schools and other settings.
Thus, for the first time in Neb. diversity is becoming more lived reality than aspirational goal.
Economic conditions were the main driver for the sharp rise in Latinos-Hispanics migrating here. Plentiful jobs, a low cost of living, coupled with aggressive industry recruitment, lured people to move here from places with comparatively weak economies, high cost of living and job shortages. Neb. grew its Latino-Hispanic base from points of origin in California, Texas. Mexico, Central America and South America, The state also saw its African and Asian populations increase as refugees from Sudan and Bhutan, for example, resettled here.
Drozd says, “People are not coming as directly for new jobs like in the ’90s when the meat processors were expanding and recruiting. We expect to see some regional migration that Neb. has typically seen from smaller locations to more urban locations that tend to have a diverse pool of job opportunities within various industries.”
While migration has slowed from its peak waves it’s expected to continue in fits and starts. Migration, researchers agree is “a wildcard” that can’t be accurately forecast, but Office of Latino and Latin American Studies Research Associate Lissette Aliaga Linares notes an uptick in Latinos-Hispanics from Arizona, which OLLAS Director Lourdes Gouvia attributes to that state’s anti-immigrant policies.
Drozd says Neb.’s minority experience is consistent with some surrounding states and inconsistent with others.
“We are typical of the Great Plains in that we tend to suffer from outmigration especially of young college-aged whites, which is counteracted by in-migration and increase in the minority population groups. On the other hand Neb. is unique in that we are growing faster in some of our metropolitan areas and not holding our population as well as some of the more rural areas.”
The emergence of more minorities is perhaps most visible in urban inner city public schools, where student enrollment naturally reflects the heavily minority communities these schools serve. Minority enrollment in the Omaha Public Schools stands at 68 percent.
“The diversity of UNO will continue to grow and one only has to look at the demographics in the metro area to understand that traditional middle school and high school students will increasingly be students of color,” says UNO Senior Vice Chancellor for Academic and Student Affairs B.J. Reed.
Some outstate school districts are now majority Latino-Hispanic.
The impact of diversity in this small population state that suffers from brain drain cannot be overstated.
“There’s a large part of Neb. that would be having population decline if it were not for minority growth,” says Drozd. “There’s all sorts of implications with respect to aging, the workforce, health care, education. From a gerontology standpoint you have the possibility of seeing a younger, more diverse working-age population caring for a predominantly white non-Hispanic aging population and will there be any issues associated there. With programs like Social Security you’re going to be relying more and more on an immigrant population to support payments for predominantly white people collecting from the program. So there are potentials for tension there and of course political ramifications and all sorts of factors.”
Gouveia, a sociology professor, reminds that “Latinos are going to imitate some trends of the larger population the more urban and educated they become,” adding. “The more women are able to work outside the home fertility rates will drop and the population will begin to age. It’s the life cycle.”
As minorities grow they become a larger sector of the tax and voting base that elected officials and prospective candidates must recognize.
Drozd says communities must adapt, whether offering English-as-a-Second Language programs or multicultural competency classes, in order to best serve minorities and their particular needs.
As more minorities graduate high school educators and employers hope that many of these college-bound grads and working-age young adults will attend school and find jobs in-state.
“As people have become upwardly mobile in Neb.’s past that has led to outmigration out of the state,” says Drozd. “It’s going to be a very policy relevant factor because people born in the early ’90s are now hitting age 18. Even if they choose a Neb. college where are they going to go to work? Will there be jobs and associated positions for them here in the state or will they go out of state?”
Just as preparing students to succeed in school is critical, so is preparing a workforce for today’s service and skilled jobs.
“Let’s make no mistake about this, without immigration Nebraskans may have to rethink how they are going to have a viable economy that produces not only jobs but payrolls that produce taxes from which an aging population will benefit greatly,” says Gouveia. “Without this population there won’t be services this Boomer population and this aspiring mini-global city of Omaha depends on. These are increasingly service economies and that means it’s very important for the economy to increasingly be based on higher pay jobs likely to grow, such as information technology or biotechnology.
“That also means educational institutions need to be able to truly know how to train this generation of children of immigrants. The children may not be immigrants themselves but a large number have immigrant parents who endured very poor, disadvantageous conditions that tend to disadvantage the educational achievement of their children. We have to have multidimensional. multidisciplinary perspectives to understand who this population is. And that goes to our research also.”
She believes minorities will succeed to the extent opportunities allow.
“We haven’t addressed the serious barriers to education that would guarantee that new face of America and of Neb. becomes a face with equal opportunities to participate in the prosperity all of us will want to share.” She says if barriers to upward mobility aren’t removed “it may prevent Neb. from truly harnessing what we call this demographic bonus that’s been gifted to this state. A state that was losing population were it not for minority growth and international migration would be in serious trouble today to have a viable economy and future.”
Daniel J. Shipp, UNO associate vice chancellor for student affairs, says schools must find ways to support minority students.
“When combined with the typical struggles of new college students the demographics of race-ethnicity will create even more difficult challenges in both access to and success in college. Not only must we continue to open our doors wider to traditionally under-served student populations but once on campus it is critical for all of us to see their success as a top institutional and community priority.”
UNO Associate Vice Chancellor for Academic and Student Affairs Pelema Morrice urges educators and employers to appreciate diversity’s many forms.
“We always focus on racial-ethnic diversity but I think intellectual diversity, geographic diversity, cultural diversity, all those different forms of diversity, really add a lot of value to everyone’s experience. There’s plenty of evidence that the more diverse environment we’re in the more we all have opportunities to learn from each other.
“So I think it’s incredibly important for an institution to be a welcoming and diverse environment where folks can learn from each other at a higher level. I think that adds to the educational experience and it provides students with really good training to go out and be productive citizens and to be successful in the workplace.”
Diversity is also the way of this flatter, interconnected world.
Reed from UNO’s Academic and Student Affairs office, says “Our students will grow up in a much more global environment requiring exposure to difference cultures and different experiences.”
Where diversity often must be programmed, Gouveia is heartened by students’ inherent embrace of it. “About this new Neb. mosaic, one thing I’m particularly hopeful about is the younger generation. I love our new students. From any background they are so much more prepared and so much more ahead of where we are as professors or department chairs or deans in terms of knowing how to do diversity. We are the ones who are often behind them.”
As Neb. becomes more multi-hued, UNO’s Morrice says representative stakeholders should discuss what diversity holds for the state.
“With these new demographics coming forward it means our student base will obviously be more diverse than it is now and that means the outcomes will be more diverse and so we’ll see more diverse workplaces and communities within the state. We’re just a piece of that puzzle but I think it’s a good collective conversation for everyone to have as the state continues to grow and it becomes clear that there will be different faces at the table.”
UNO’s Changing Face
©by Leo Adam Biga
The same demographic trends on pace to make the United States a minority majority population by 2050 and making Neb. a more racially-ethnically diverse place in the second decade of the new millennium, are increasingly being expressed at the University of Nebraska at Omaha.
Roughly a quarter of UNO’s 2013-2014 freshman class is minority and just under 20 percent of the school’s entire undergraduate enrollment is minority. Both are record marks for the school. In 2000, for example, UNO’s minority enrollment stood at 9 percent. The minority numbers are even greater among graduate students.
The 11 percent rise in UNO minority enrollment from 2000 until now reflects in large measure the Latino-Hispanic boom that happened in-state from 1980 to 2010, when that segment increased from about 37,000 to 167,000. The Latino-Hispanic population is expected to add another 370,000 residents by 2050, according to UNO’s Center for Public Affairs Research.
As a public institution with a state-wide reach, UNO’s a model for the changing face of Neb. Drawing principally from the Omaha metropolitan area, which as the state’s largest urban center has always been Neb.’s most racially-ethnically diverse spot, UNO is, as expected, one of the most diverse campuses in the University of Nebraska system.
At the University of Nebraska-Kearney minority undergraduate enrollment has nearly doubled since 1995. Today, nearly a quarter of its students are non-white or non-resident alien. Meanwhile, the University of Nebraska-Lincoln reports the most diverse student body in its history. UNL’s 2,328 minority undergrads are about 12 percent of the undergraduate total, a 9 percent increase just from last year. Just as at UNO, the largest minority gains at each school are in the Latino-Hispanic and international students categories,
As minorities comprise a growing segment of the state’s mainstream and of its public schools’ enrollment, institutions are tasked with incorporating these populations and responding to their needs.
“The good news for Omaha is that UNO has a proud tradition of supporting minority students through various educational equity and learning community investments such as Goodrich, Project Achieve and the newer Thompson Learning Community,” says UNO Associate Vice Chancellor for Student Affairs Daniel J. Shipp. “These programs provide student participants with a network of caring and concerned faculty, staff and peer mentors that help students to succeed and thrive in college. Moving forward, I expect we will continue to build on our national reputation for attracting and supporting the growing numbers of minority students and their families in the Omaha area and beyond.”
“Minority students are an important population but they are only one of an increasing mosaic of diversity at UNO, whether they are military, first generation, students of color or adult learners or transfer students,” says UNO Senior Vice Chancellor for Academic and Student Affairs B.J. Reed. “We are working every day to ensure that these students feel welcome at UNO and have the type of support services and environment that will make them want to be want to be here and to be successful. We do this for all our special populations of students. We have programs and learning communities as well as staff specifically directed at helping ease their transition to UNO and success in their academic goals.”
Reed says hiring faculty and staff who reflect the changing face of UNO “is a top priority,” adding, “We have made important strides in diversifying our staff but we lag behind where we want to be here and also with recruiting and retaining a more diverse faculty. We are working on reviewing existing policies and procedures and looking at incentives and support efforts to increase the diversity of faculty and staff to reflect the changing demographics of our student body.”
There’s wide agreement that diversity is a net sum experience for all involved.
“The benefits are substantial,” Reed says. “The workplace is becoming increasingly diverse and employers need and want an increasingly diverse group of employees. We cannot underestimate the shift occurring here. We need to provide a strong educational workforce for employers and UNO must be positioned to do that effectively.”
Office of Latino and Latin American Studies Director and Sociology Professor Lourdes Gouveia agrees that educators at UNO and elsewhere must increasingly consider diversity and its impact.
“We have to educate our professionals and student populations in ways that allow them to be skilled about global issues and diversity and to have multicultural competencies as the world is very connected,” she says. “But also we need to address structural barriers that may prevent Neb. from truly harnessing what we call this demographic bonus that has been gifted to this state. A state that was losing population if not for minority growth and international migration would be in serious trouble today to have a viable economy and a future.”