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GSPM to launch first-ever massive open online course in Spanish
by The GW Hatchet
Sep 28, 2015
“GW’s online presence is now bilingual.
Next month, the University will launch its first massive open online course taught in a foreign language. Experts say the MOOC will help GW reach a more global audience, which could strengthen the University’s international reputation.
The curriculum is identical to a MOOC launched in April by the Director of the Graduate School of Political Management Mark Kennedy, which discusses seven ways for businesses to engage with companies and organizations that can impact business activity.
Kennedy said in an April interview that the goal of the English version of the MOOC is to increase enrollment at GSPM. He added through a University spokeswoman last week that the course will act as a “vehicle to attract students to its other Spanish language programs.”
Kennedy said the Spanish MOOC will extend GSPM’s ties to Spanish-speaking countries. GSPM also offers a master’s degree in political communications in governance, which began in 2012, he said.
“Launching a MOOC in Spanish leverages the great strengths that GW’s Graduate School of Political Management has in Spain and Spanish-speaking Latin America,” he said.
Kennedy declined to say how many students signed up for the course because the school hasn’t begun marketing the class. Depending on the success of the course, Kennedy said the school will consider adding more online courses taught in foreign languages.
According to a report published in January by the Universitat Pompeu Fabra, located in Barcelona, Spain offers the fifth-most MOOCs worldwide, behind countries like the U.S. and the United Kingdom.
Fiona Hollands, an associate director and senior researcher in the Teachers College, Columbia University, said the course could help Spanish speakers in the U.S. “who are over here, perhaps establishing businesses, or working a business, and find their way better in the world of business.”
Hollands said GW would seem “Western-centric” to offer only MOOCs in English because the courses are available to students internationally. She added that Spanish has proven to be a particularly popular language for many MOOCs because there is strong interest in Latin America to take the courses.
In addition to Spanish, Hollands said that Chinese is among the most popular languages of MOOCs not offered in English, adding that Arabic is also rising in popularity.
“There are some Arab-language ones popping up just because the Queen Rania Foundation funded a MOOC portal called Edraak,” she said. “The idea is for somebody to translate some of the MOOCs into Arabic, or to fund the creation of MOOCs in Arabic.”
Officials have recently prioritized the University's international presence through partnerships and programs in South Korea and China .
Andrew Bacevich, an international relations and history professor at Boston University who designed the curriculum for a MOOC, said GW’s movement toward online learning in foreign languages follows a national trend to offer classes in multiple languages.
“It’s not surprising that Americans are pursuing this issue aggressively because we are one of the leaders worldwide in higher education,” he said. “But I would fully expect that higher education in Japan and in China, and in you-fill-in-the-blanks, will also try to exploit whatever potential there is.”
The University has revealed other MOOCs over the past year, including ones to accompany a field course in Kenya and another focused on the inner workings of the Federal Reserve.”

Foggy Bottom Council member cracks down on prostitution
by The GW Hatchet
Sep 28, 2015
“Media Credit: Photo illustration by Craig Hudson | Hatchet Photographer
Ward 2 Council member Jack Evans has asked city officials to crack down on prostitution in areas like Logan Circle.
The D.C. Council member who represents Foggy Bottom said his efforts to deter prostitution in the area have been working.
Since July 14, officers in the Metropolitan Police Department’s human trafficking unit arrested roughly 370 people trying to solicit prostitutes in the city under Ward 2 Council member Jack Evans’ initiative, an MPD spokeswoman said. But advocates who aim to protect workers in the sex industry criticized Evans’ hard-handed approach, saying it is unsupportive to the sex workers who may need help.
Evans said over the summer that he would push police to arrest them men who solicit prostitution in D.C., saying that residents have been complaining to him about the issue in areas like Logan Circle, which is in the same ward as Foggy Bottom.
In an interview last week, Evans described his approach, which he hopes will eliminate the demand for prostitution in the city, as effective. He added that he hasn't heard any recent complaints.
"We're not seeing the scantily clad women on the streets anymore," Evans said. "My idea of arresting the Johns, and more importantly, publicizing that we are arresting the Johns, has worked."
In July, Evans also introduced legislation called “Honey, I lost the car” in the D.C. Council, which would require MPD officers to tow a person’s car if the officer has probable cause that the owner solicited a prostitute, the second time he tried to pass a version of the law.
Evans said in a July interview that solicitors were coming to D.C. from Virginia and Maryland because it’s the “city of least resistance” for what he called a regional issue. He said he started the initiative to create an embarrassing inconvenience for those solicitors and scare them away from approaching prostitutes.
Evans added that the peak time of year for prostitution is between April and November, and that he typically expects cases of prostitution to decrease during the fall. He said he wants to continue the strict enforcement when the weather warms up again in the spring.
“We’ll have to really hit it strong when it comes back again in April,” Evans said.
Kiefer Paterson, a client care coordinator at HIPS, a D.C.-based organization focused on providing services to people involved with drug use or in the sex industry, said in an interview that Evans’ use of law enforcement as a strategy to reduce prostitution is the "wrong approach."
"While it's nice to say that we're not arresting the women themselves, ultimately criminalizing the purchase of sex pushes sex workers away from resources,” Paterson said.
Paterson said officials should increase the amount of money they spend to deter prostitution, just like they have increased funding to stop homelessness. As part of Mayor Muriel Bowser's pledge to end family homelessness by 2018, she added nearly $23 million in additional funding towards homelessness.
A larger budget could help expand social services for women in the sex industry – which Paterson said should be prioritized over simply arresting the men who run the business. Prostitution is mentioned in D.C.'s current budget as falling under the jurisdiction of the Metropolitan Police Department, but no line items directly addressing the issue are included.
Paterson said in an email that his organization has requested a hearing with the D.C. Council's Judiciary Committee to discuss the group’s opposition to using law enforcement when dealing with prostitution.
Officials in some states like Arizona and Minnesota have created programs called “John schools” as part of the disciplinary programming for men who are caught trying to solicit prostitutes. The programs aim to educate the men about how engaging in prostitution can be harmful to women and change their attitudes toward the sex industry.
Julia Tindell, the volunteer coordinator at Breaking Free, an organization that aims to end prostitution, said education through John schools and policies aimed towards deterrence are the most important aspects in addressing the demand for prostitution.
“By the end, the men have changed their perspective on prostitution," Tindell said.
Katherine Koster, the communications director for the Sex Workers Outreach Program, said enforcing prostitution laws drives prostitutes to more dangerous neighborhoods, which could make them more “vulnerable to violence and harassment.”
"Every time you displace this stuff you disrupt social support networks and safety networks,” Koster said. “Communities should be having conversations with the people they believe are causing neighborhood nuisances rather than calling the cops."
Koster said law enforcement officials should direct their attention to bigger nuisances in the community than local prostitutes, like college students.
“College students, especially those that drink, can diminish the quality of life,” she said.
Robin Eberhardt contributed reporting.”

Visualized: What happens if the federal government shuts down
by The GW Hatchet
Sep 28, 2015
“Media Credit: Karina Hernandez | Hatchet Designer
Information from Time .”

Increasing donations support endowed professorships in SEAS
by The GW Hatchet
Sep 28, 2015
“Media Credit: Charlie Lee | Hatchet Staff Photographer
Juman Byun, a professor in the computer science department, teaches a computer game design and programming class in Tompkins Hall.
More donors are paying to fill the offices of the Science and Engineering Hall.
The University installed a new faculty member in the Karlgaard professorship and chair of electrical and computer engineering earlier this month, the second endowed chair in the School of Engineering and Applied Science to be announced by officials in September. Experts say that adding more endowed chairs to a single school is a sign of prestige and could draw more donations and accomplished professors to a school.
Ahmed Louri was installed as the first recipient of the Karlgaard professorship and chair of the electrical and computer engineering department in a ceremony last week. And Provost Steven Lerman will return to GW after a year-long sabbatical to be installed as an A. James Clark chair in civil and environmental engineering.
David Dolling, the dean of the School of Engineering and Applied Science, said the unveiling of the $275 million Science and Engineering Hall last winter has led to an increase in supporters and donations. Officials have said for years the new building is a key step in increasing research at GW.
“Faculty, students and donors can all see clearly the potential that Science and Engineering Hall offers us for education and research,” Dolling said, adding that he hopes to see more donors give to endowed professorships in the coming years.
Dolling has said he is focusing his fundraising efforts on smaller donations to name things like classrooms and labs – areas donors generally prefer over donations to the construction of a building.
About 13 percent of the University’s entire endowment went toward funding professorships across GW, according to an endowment stewardship report from 2014. And $15 million of the University’s $1 billion campaign will go toward faculty, including funding endowed faculty.
Aristide Collins, the vice president for development and alumni relations, said endowed professorships are key for programs to grow over time.
“Endowments play a fundamental role in the continued growth and enhancement of academic programs, creating long-term benefits to students and faculty which ensures the University's ability to thrive in the years ahead,” Collins said.
Experts said an increase in endowed professorships reflects more interest by donors in a school overall.
Mikyong Kim, an associate professor of higher education administration in the Graduate School of Education and Human Development, said an increase in the number of endowed professors indicates more interest in specific fields.
“Having more endowed professorships is a sign of growth, focus and trust in the field,” Kim said.
Lloyd Armstrong, the former provost of the University of Southern California and a professor studying the future of research universities, said an endowed professorship can cost a donor about $1 million to $2 million paid over a period of a few years, and the typical endowment payment rate gives professors between $40,000 and $80,000 in bonuses per year in addition to their normal pay.
He added that these professorships are considered more of an honor than a pay increase.
“However the money is used, being offered an endowed chair is generally considered by faculty to be a significant public recognition by the University of exceptional quality, and so getting an endowed professorship or chair is a coveted honor,” Armstrong said.
These types of honors are attractive to potential faculty members and draw more of them to universities, David Figlio, a professor of higher education at Northwestern University, said.
Professors can bring funding for research to another university and extra prestige to their department and school, he said.
“They are also a way to offer bonuses to excellent scholars at the peak of their careers," Figlio said. "As a consequence, this can be a good way to recruit anchor faculty in areas of strategic interest to a university."”

Diversity chief leaves behind high-priority office
by The GW Hatchet
Sep 28, 2015
“Media Credit: Hatchet File Photo
Officials have prioritized diversity since hiring Terri Harris Reed as vice provost for diversity and inclusion in 2011.
As officials hone in on diversity, GW has found itself without a permanent chief of diversity efforts.
Vice Provost for Diversity and Inclusion Terri Harris Reed will head to Spelman College, a historically black women’s college, after about four years at GW. She came to GW from Princeton to fill a custom-made role tasked with a tall order – increase diversity hiring – which could falter without a permanent official to continue the effort.
Faculty diversity rates have remained relatively steady during Reed’s years at GW, but she and experts have said that seeing progress in that area, which also involves keeping diverse faculty at GW once they’re hired, is more of a long-term goal than a short-term push.
The University named Vanessa Perry, who is currently serving as an interim associate dean of graduate students in the business school, as interim vice provost. Officials will launch a national search for a permanent replacement this fall.
Two experts said Reed’s replacement will have to be determined and committed to diversity efforts, an area in which they said is challenging to see significant change because systemic issues make it hard for minorities to move up in higher education.
“The barriers all along the education pipeline are huge,” said Meg Bond, the director of the Center for Women and Work at the University of Massachusetts Lowell. “You have to have leadership that is very committed.”
Reed did not return a request for comment. She has not sat for an interview with The Hatchet since January 2014. She is the third top-level official to leave GW or announce a resignation this month.
When Reed came to GW, University President Steven Knapp and Provost Steven Lerman gave her six year-long goals in areas like campus outreach and diversity training – areas that were spotlighted in a diversity report that came out of a task force Knapp created in 2010.
Reed was also key in the hiring of two top-level officials who are black: Dean of the Columbian College of Arts and Sciences Ben Vinson and Vice Provost for Budget and Finance Rene Stewart O’Neal. Vinson and O’Neal are two of nine black top-level officials, including Reed, who have been named to posts since 2010.
Officials have prioritized diversity in hiring since Knapp came to GW in 2007. Since Reed came to GW, officials have incentivized departments to hire minorities and women by covering half of their salary for three years with money from GW's central budget. Lerman said last spring that this incentive has covered between roughly three and six hires for the past several years.
Lerman also announced last spring that the majority of GW’s new tenure-track faculty hires were women. A net of about 260 female tenure-track and non-tenured faculty have been added over the last decade.
While the number of female faculty has steadily increased, other minorities’ representation has not changed much during Reed’s tenure. Minorities make up about a quarter of GW’s faculty, a number that has seen relatively little change since 2011.
About 14 percent of faculty in 2013 were Asian – a 3 percent increase since 2005. In that time frame, black faculty increased 1 percentage point, according to data from the provost's office.
But getting and retaining minority faculty can be difficult for universities because minority faculty are often called upon to serve on special committees or mentor students – tasks they have said can bog down their work life and lead to burnout.
Reed also took on additional duties during her years at GW. She was the chair of an affordability task force that Knapp created in January 2014. The group has remained largely under the radar since it was created, but did play a role in GW’s shift to a test-optional admissions structure this summer.
She was also temporarily in charge of GW’s Title IX efforts, ensuring the University was in line with federal regulations on discrimination and sexual assault. The head position in that office, GW's Title IX coordinator, was vacant for nearly a year until officials hired Rory Muhammad last October. Before he was hired, Reed split Title IX duties – an area experts have said has become one of the most demanding in higher education – with Victims Services Coordinator Suzanne Combs.
Albert Camarillo, the special assistant to the provost for faculty diversity at Stanford University, said whoever replaces Reed will have to decide which areas to prioritize to make sure certain initiatives stay on track.
Camarillo added that universities that push for more diverse faculty now will see the payoff over the next decade. He added that having a more diverse faculty could encourage more diverse students to attend GW because minority faculty can serve as role models. About 6 percent of undergraduate students are black and about 8 percent are Hispanic, according to 2014 data from the Office of Institutional Research.
“The important part for GW or any institution is experiencing a change, having the conversation of how to do it now,” Camarillo said. “Universities of the next generation will come out on top. They’ll be the universities that in 2025 achieve success.”
Samantha Seiler and Justine Coleman contributed reporting.”

Crime log
by The GW Hatchet
Sep 28, 2015
2200 G Street NW
9/15/15 - 9 a.m. - 6:45 p.m.
Open case
A student reported that his bicycle was stolen from a bike rack in front of Funger Hall. University Police Department officers determined the wire lock had been cut.
- Ongoing investigation
Simple Assault
Marvin Center
9/14/15 - 10 a.m.
Case closed
A female student reported that another female student pushed her into a wall. They had previous issues with each other.
- Referred for disciplinary action
Science and Engineering Hall
9/17/15 - 10 -10:30 p.m.
Case closed
A contractor reported that two laptops were missing from an office.
- No suspects or witnesses
Disorderly Conduct / Threats
Gelman Library
9/18/15 - 11:13 p.m.
Case closed
UPD responded to the report of a visitor acting disorderly. He was stopped and barred from the University’s campus. The subject then threatened the officer.
- Subject barred
Drug Law Violation
Lisner Auditorium
9/19/15 - 12:50 a.m.
Case closed
UPD officers observed two non-affiliated individuals smoking marijuana on the steps of Lisner Auditorium.
- Subjects barred
Drug Law Violation
Mount Vernon Campus
9/19/15 - 10 p.m.
Case closed
UPD officers on patrol smelled burning marijuana coming from the wooded area near the Hand Chapel on the Mount Vernon Campus. Students were searched and UPD confiscated marijuana and drug paraphernalia.
- Referred for disciplinary action
Disorderly Conduct
Science and Engineering Hall
9/20/15 - 9 a.m.
Case closed
UPD observed an unaffiliated man urinating off the loading dock of the Science and Engineering Hall.
- Subject barred
Simple Assault / Disorderly Conduct / Liquor Law Violation
2100 F Street NW
9/20/15 - 12:32 a.m.
Case closed
UPD observed a student drinking in public and behaving disorderly. The student was transported to GW Hospital by EMeRG. The student assaulted a nurse attempting to restrain him. There were no serious injuries.
- Referred for disciplinary action
- Compiled by Sam Eppler.”

Sarah Blugis: Rename "women's studies" to include "gender"
by The GW Hatchet
Sep 28, 2015
“Media Credit: Cartoon by Juliana Kogan
Images of burning bras and brightly dyed underarm hair may come to your mind when you think of women’s studies. But the truth is, “women’s studies” is no longer a progressive term. In fact, it’s outdated.
When students major or minor in women’s studies now, we aren’t just talking about women. We’re talking about people of color, men, transgender women and men, gender-nonconforming people and countless other groups. It’s a more holistic approach: To get at the roots of oppression, we have to talk about the way everyone is oppressed – not just women.
But the name of our women’s studies program at GW no longer matches this mission. If the department wants to move forward and stay on the forefront of the women’s movement, it’s time to include “gender” in the title of our women’s studies program.
This is by no means a radical idea. In fact, all of GW’s 14 peer schools except Duke University have incorporated “gender” into the name of their women’s studies program. The names do vary somewhat – from “women’s and gender studies” to “gender and sexuality studies” to “women’s, gender and sexuality studies.” But in general, they all recognize that their students discuss and theorize about more than just women.
Many classes in GW's women's studies department also cover unique subject matter, another reason that the name doesn’t quite match. Sexuality in U.S. cultural history, athletics and gender, queer politics and the anthropology of gender are just some examples.
Jennifer Nash, the director of the women’s studies program, told me that the program held an event last semester where they discussed “the politics of naming in the field.”
It’s great that program leaders are open to a discussion about changing the name. But since then, the department’s name has stayed the same, and it’s time to revisit the conversation. GW was the first school in the country to offer a women’s studies program for graduate students in 1972, and the department should continue that tradition of progressivism.
“I don't think one name can capture all that we do since our work covers gender, sexuality, race, class, nation, disability and beyond,” Nash said. “I do, though, think that all of us – faculty and students – in the program are working on questions related to gender and sexuality broadly speaking.”
And discussion of gender, beyond discussion of women, is key to a top-notch program. Gender is a socially constructed concept – the image someone presents to the world that may or may not line up with the biological sex they were assigned at birth. The roles and expectations that come with gender are some of the most difficult obstacles that women have to work to overcome, which means we have to discuss and learn about them.
Plus, the women’s movement has grown and changed to include people of all genders – and men take women’s studies classes too. Discussing how strict gender norms negatively impact all of us is crucial to making progress.
In fact, some schools – like Stony Brook University – have started taking an in-depth look at how gender affects men. The program , called “masculinities studies,” pushes students to think about what it means to be a “real man” in today’s society, and the consequences of the expectations society has for men. The way men act, after all, has huge effects on women.
Some would argue that the name of the department is inconsequential. Students are still talking about gender and sexuality, even if the name doesn’t reflect that, so it shouldn’t matter.
But it does matter. As a women’s studies minor, it’s particularly important to me. I’ve chosen to attach myself to the department and I want that small line on my resume to reflect what I actually spent time learning about.
The students majoring or minoring in women’s studies that I’ve met during my time here have been extremely open-minded, progressive people. They come from every walk of life, and they are all interested in figuring out how to make our society a more equal one for everyone. It’s time for the name of our department to be just as progressive as the people in it.
Sarah Blugis, a senior majoring in political communication and minoring in women’s studies, is The Hatchet’s contributing opinions editor. Want to respond to this piece? Submit a letter to the editor.”

Margot Besnard: At GW, students can grow personally and intellectually
by The GW Hatchet
Sep 28, 2015
“This semester, I’m taking a class that meets in the Science and Engineering Hall. The first time I walked into the gleaming $275 million building, two people walked by carrying what looked like a laser or a part of a rocket ship. Even the bathroom, equipped with high-powered hand dryers and shimmering countertops, seemed futuristic.
The giddy feeling subsided when I sat down for class and remembered that I’m a political science major at GW, not a Jedi in a Star Wars movie. The course I’m taking is a small writing seminar on the evolution of political behavior, and we focus on philosophical questions about power, cooperation and what makes us human.
As thought-provoking as class discussions get, it’s hard not to look at the math equations on the whiteboard from the previous class and wonder if what we’re doing in my seminar – talking about morality and primates – will actually help us get jobs.
If you’re majoring in the social sciences or humanities, you might have doubts that sound like mine: Should I be learning more quantitative and technological skills? Every aspect of my life is connected to an iPhone app, after all, and my professors keep talking about “big data.” And why does Gelman have a 3-D printer?
When we’re learning about abstract concepts, it’s easy to fear we’re not gaining practical skills for the workforce. But I think it’s important for us to pause and think about the fundamental reasons why we have fears like these. By reflecting, we can see how our academic experiences really do fit into the broader vision GW has for its students to grow both personally and intellectually.
In a recent essay called “What’s the Point of College?” New York University professor Kwame Anthony Appiah explains that there are two different visions of higher education: “utility” and “utopia.” In the “utility” vision, students go to college to gain marketable skills as quickly as possible. In the “utopia” vision, students go to college to think critically about their values and “test out their ideas in the campus community.”
Lately, I’ve been thinking about the education I’m getting at GW in terms of its utility and utopia aspects. At first glance, it might look like GW has only invested in utility for certain students – like those in the School of Engineering and Applied Sciences and the Milken Institute School of Public Health, which each have brand new buildings.
But the truth is, GW officials have invested in the school’s utility vision in ways that benefit students across all majors. Administrators took clear steps to improve efficiency and help students gain marketable skills when they built up career services, streamlined graduation requirements and started offering grants to allow students to gain real-world experience through unpaid summer internships that they couldn’t otherwise afford to complete.
It’s clear that GW has increased its focus on utility, but I’m also confident that utopia is still thriving. Utopia has guided my experience as a CCAS student, and I’m not alone – about one third of undergraduates major in the social sciences. In CCAS, the largest school for undergraduates, students take courses across the liberal arts spectrum. General education requirements are designed for students to engage in “active intellectual inquiry.”
Plus, on- and off-campus activism, student organizations and students’ success in the arts – along with GW’s new textile museum and acquisition of the Corcoran School of the Arts and Design – also prove that GW is a place where students come to grow personally and intellectually. And donors often contribute to aspects of utopia, like scholarship funds and professorships – a sign they recognize that utopia was a valuable aspect of their own college experience.
When we question what the point of college really is, we gain a better understanding of GW as an institution along with a better understanding of ourselves. GW has the resources and opportunities for students to explore both utility and utopia. There’s no formula for the right balance of the two visions because every student is different, but it’s up to us to try some of both.
My academic experience aligns with GW’s utopia vision, and that’s OK. I value intellectual inquiry, and my University does, too. My fears about career readiness are natural, and there are ways I can be a part of GW’s utility vision without switching majors.
So when I start looking for a job, you won’t find me learning to use the 3-D printer – but you might bump into me at career services.
Margot Besnard, a junior majoring in political science, is a Hatchet opinions writer. Want to respond to this piece? Submit a letter to the editor.”

The kids are alright: men's water polo and the promise of youth
by The GW Hatchet
Sep 28, 2015
“Media Credit: Craig Hudson | Hatchet Photographer
Sophomore Pierce Deamer is the leading scorer for men's water polo. Freshmen and sophomores have combined to score 98 of the team's 104 points so far this season.
In the final minutes of the men’s water polo team’s game against No. 17 Johns Hopkins on Friday, a former player ‒ at the game as a fan ‒ got into an argument with a referee. The referee flashed his red card, issuing it to the man in street clothes and generating considerable mirth from the crowd and considerable ire from the former player.
Emotions were high because the Colonials were just barely letting a game that had been drenched with upset-worthy excitement for more than three quarters slip away.
They were high because, until the Blue Jays pulled away at the end, it looked like a classic underdog story being written: GW played an entire lineup of freshmen and sophomores in the 11‒8 loss to the ranked opponent.
“I mean, you see that game, it’s so close, and we’re a bunch of freshmen and sophomores,” rookie Brett Else said. “That game’s ours next year. It could even be ours the end of this year. There’s no telling what’s to come.”
Through 11 games, freshmen and sophomores account for 98 of the team’s 104 goals. That is, in part, because freshmen and sophomores make up 14 of the team’s 19 active players on the roster, but underclassmen are also the team’s leading scorers.
Freshman James McLean and sophomore Pierce Deamer have been the top producers. Both notched hat tricks on Friday against the Blue Jays and occupy the top two positions on the team in goals scored by a wide margin.
Goaltending, too, has been strong from the rookie class. Entering the weekend, senior Connor Dillon had made 44 of the 88 saves by GW keepers. But freshman Matt Taylor held the top save percentage at 0.738 before Friday and had earned a Collegiate Water Polo Association Southern Division Defensive Player of the Week award earlier in the month. Taylor and classmate Austin Pyrch, who also plays in the pool, split time in the net over the weekend. Pyrch made 19 saves and allowed 18 goals during the Johns Hopkins game and in the first half of GW’s 14-9 loss to No. 11 Princeton to close the weekend on Sunday, while Taylor made 18 saves and allowed 21 goals in the second half of the Princeton game and in a 14-12 overtime loss to No. 15 Bucknell the day before.
McLean completed his hat trick with an impressive score with coverage by Blue Jay defenders closing in on him from both sides. He received a pass, stationed in front of the Johns Hopkins goal but with his back to it, and spun to throw a strike through the arms of his defenders into the net to put the Colonials up 8‒7 in one of the many momentum swings of the game.
McLean was also a big physical presence defensively in the game for the Colonials.
“James is a great presence for us and Zach Kerwin and Brett Else are playing huge minutes for us,” head coach Adam Foley said. “Everyone is making mistakes, but it’s going to happen and we’re relying on huge chunks of the game from them, and I really feel happy with how they’re responding to that.”
Those youthful mistakes have cost the team a lot of games. They have a 2-9 record after facing three straight ranked opponents this weekend at home. But they played each of those teams hard and close. Wins and losses are not the focus of this year, though McLean said it’s important not to stray too far from a results-oriented approach.
“You need to think about that,” McLean said. “You can’t be just like, ‘Oh, it’s just a game.’ It was a big game. We could have won it. But you just need to take it, think about what you've done, what you could have done better and concentrate on those things.”
One area of focus is on defense, where the team is working on their in-pool chemistry when zoning up on opponents and preventing attackers from getting separation when in man coverage. Especially without defensive anchor Bogdan Petkovic, who is redshirting, the zippy Blue Jays were sometimes able to burst away from the Colonials to find better looks at the goal.
Out-of-pool chemistry is not a problem.
“We feel like we’ve known each other for ages. It’s only been a month,” McLean said. “We’re looking forward to the next four years together. It’s going to be great. The talent in this freshman class is incredible.”
“We like to hang out. There are definitely jokes,” Else said.
“A couple of sneaky jokes,” McLean added.
McLean is from New Zealand, and Else said that the group has started watching rugby “for the Kiwi,” though McLean said they still watch too many NFL games because they all root for different teams. Else is a fan of the Philadelphia Eagles, who survived a late comeback attempt by the New York Jets for their first win of the NFL season Sunday.
“We’re working some kinks out,” he said. “Just like our team!”
That’s still a pretty nice thing to say about the Eagles, all things considered.”

IRS audit delays student's work-study funds
by The GW Hatchet
Sep 25, 2015
“Media Credit: Elizabeth Lane | Hatchet Photographer
Junior Hannah Sofield was one of about a third of returning students to have their financial aid information audited by the IRS.
When junior Hannah Sofield checked her financial aid profile a week before classes started, she panicked – the money she largely relies on for tuition and housing had never been processed.
“I was in a state of shock,” she said. “I was running through every possibility. Am I going to have GWorld? Am I going to be able to move in?”
Her mother called GW's Office of Financial Assistance and discovered that Sofield’s financial aid was randomly audited by the Internal Revenue Service. Sofield was one of up to a third of returning students whose financial aid requires additional paperwork, and while the dollars covering her tuition and housing have since come in, her work-study job has been delayed – leaving her without a way to fund her daily expenses.
The biological anthropology major is an administrative assistant at The George Washington Law Review, a publication published by law school students that examines national legal issues, where she earns roughly $1,000 each semester.
And while she waits on her work-study status, she said she spent at least $500 on books for the six classes in which she’s enrolled – money she isn’t sure will be reimbursed.
At home in Philadelphia, Sofield worked as a lifeguard at a country club and a day camp, as well as in a criminal defense attorney's office, over the summer. She said the money she earned working four jobs over the year was slowly diminishing because of her delayed work-study status.
“I’m lucky in that I’m a saver,” she said. “But I’m going to have to start relying on my parents soon. They don’t just have thousands of dollars to give me.”
Sofield said she and her mother believed that their financial aid forms, which were filed in the spring, had been successfully processed by the University because they were never alerted about a problem.
She received three federal loans her freshmen and sophomore years, and the University awarded her $32,000 in need-based and merit aid each year.
Associate Vice President for Financial Assistance Dan Small said GW is required to participate in the verification process in order to receive and distribute federal aid. He said it takes about two to three weeks after the student completes the process before aid can be distributed.
"We recommend that students work with their work-study site supervisors to adjust their schedules in order to slightly increase their hours worked per week after their start date in order to earn their entire allocation," Small said.
He added that students can apply for an emergency loan of up to $600 through the Office of Student Financial Assistance if the verification process causes “short-term financial hardship.” That loan could be in their accounts in as soon as two to three business days, he said.
In May, the University increased its undergraduate financial aid pool by about 6.5 percent from the previous year, its largest expansion in six years. In 2014, University President Steven Knapp created a task force, which included financial aid officials, to tackle affordability.
Small also said that GW and the Department of Education will notify students when they are chosen for the audit.
But Michelle Sofield, Hannah Sofield’s mother, said she was never notified that her daughter’s financial aid was audited or that she needed to send more documents to GW’s financial aid office. On Aug. 28, she edited her daughter's FAFSA form and re-submitted a financial aid verification worksheet, as well as her own tax forms.
“Days would go by with no responses to my emails. I finally began sending 'Kindly Respond' emails every couple hours,” Michelle Sofield said in an email.
More than a week later, the office requested an IRS tax return transcript, which can take up to eight weeks for the IRS to process. After that, Michelle Sofield said she sent more emails “begging” for confirmation that GW's financial aid office had received them.
“To be more helpful, they need to answer emails and help families who are blindsided by the process,” she said.
Carolyn Harris, the office manager for The George Washington Law Review, is writing a book about the publication, which is published six times a year. She said she and Hannah Sofield, who she called “wonderful,” took trips to National Archives and the Congressional Cemetery to conduct research for the book last year.
Harris called Hannah Sofield’s financial aid situation “ridiculous" in an interview.
“I don’t want her stressing. School’s stressful enough. I don’t want her to be stressed about money,” Harris said.
Harris also said that because students who participate in work study are now required to undergo background checks, Hannah Sofield may not be able to start as soon as her work-study aid clears.
“[Harris] said she’s not going to hire anyone else. That got a lot of stress off my chest,” Hannah Sofield said. “But I feel like I’m letting her down.””

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