our state economy forward — that we get
people out of poverty, that we move our
tax base up — I think there are statistics
that show that for every dollar you spend
on education, two go into the tax base per
We need to make sure sufficient
resources are there not to just get people
through our doors but to graduate them.
That means they need to be able to eat, and
they need a place to sleep, and they have
to be able to buy textbooks, and they have
to not be distracted from going to school.
A reasonable amount of work is good, but
worrying constantly about whether or not
I’m going to get a meal tomorrow — no
one does their best work in that situation.
We have to not think we can solve our
fiscal problems by austerity. It didn’t work
for Greece, it’s not going to work for us.
We have to find innovative other ways to
ensure that we’re still fulfilling that mission.
But I think the passion is there.
CAR: Is there anything you did at Berkeley
that you want to start here?
Feldman: One thing I would like
to see us work on over time — it’s not a
deficiency, I just think it would be helpful
— is a more formalized program around
financial literacy for our students: handling
credit and debt and budgeting and things
like that. These are skills that students,
whether they have financial need or not,
need to master and that aren’t covered as
much in, say, high school civics classes as
they used to be. One way that I think is
really successful that’s been modeled other
places is to coordinate it with our staff
[to] develop a group of peer mentors with
other students so that it’s students teaching
students. Not a course, but I think that if
we could integrate it into orientations, offer
workshops where students are, maybe go
into the dorms, talk to them before they
graduate — Did I borrow? What does that
mean? I think there’s lots of opportunities
to make small, impactful touches.
— David E. Brown ’ 75
Each year, the Review reports on the
issue of admissions, and more than 20 years
of that coverage is available at alumni.unc.
admissions. It includes myths (and facts) about
quotas and cutoffs, the 18 percent out-of-state cap
and how it evolved, how children of alumni are
considered as applicants, and more.