Golfing on Virginia's Middle Peninsula - Pt. 3 - Piankatank Golf Club

In spite of its rating as a “Best Place to Play” by Golf Digest, and the word “Club,” at the end of its name, the Piankatank Golf Club in Hartfield is open to the public, affordable, and designed for use by golfers of all ages, regardless of ability level.

“We probably shouldn’t have added the word “club,” says John Fleet, the older of the two Fleet brothers (E.G. being the younger brother), who own and operate the bucolic course which touches the banks of its namesake river in Middlesex County.

Opened in 1996, the club sits on a plot of land which reflects some of the rich history from the Middle Peninsula. Along with the 285 acres which have been owned by the Fleet family for 11 generations, the bottom seven holes are located on 130 acres of Margaret Beckwith’s property, Woodstock, a former plantation home which was built in 1840. Beckwith is the widow of Robert Todd Lincoln Beckwith, who is Abraham Lincoln’s great grandson and last blood heir.

Fairfield Landing, site of the club, and where the tributary empties into the Piankatank River, is adjoined to the east by Scoggins Creek, whose headwaters start at Lower Church, formerly known as the “Chapel of Ease,” with ties linking back to 1650, when it was the first parish church of Christchurch. The steamboat “Fairfield Landing” can be viewed from the 13^th and 14^th greens, leaving one to picture a simpler time in history, when commerce was accomplished by boats and trains.

The Fleets, who were originally involved with the farming and equipment industry, fell into the golfing business by accident. With the Middlesex and Mathews regions lacking an 18-hole golf course, the National Golf Association headed up a feasibility study to explore the possibility of finding land to design one.

“One of the architects had family in Mathews. We shared a mutual friend so he stopped by and told us that he was passing through,” said John.

E.G. quickly interjects, “We told him that you don’t just pass through Hartfield. It’s a destination.”

From their initial conversation in 1994, a bond was formed and the architect inspected the Fleet’s property.

John recalled, “He was a man of great vision, because at the time, 70 percent of our land was woods.”

The determination was made that a course could be built, but there was a problem.

John adds, “We didn’t own all the land.”

Fortunately, Margaret Beckwith was happy to offer a 40-year lease for her property, with the future option to purchase. The addition of Beckwith's property gave the course a unique look, and topography.

“There are two distinctly different nines (holes). The front nine has seven streams and a 110-foot elevation change. Then it flattens out on the bottom nine as you get closer to the river. It’s not your prototypical golf course, like the ones being built in the 90’s,” continues John. “It’s a unique course, but a good test of golf.” To prove the point, he adds that unlike many other American golf courses, there are no two completely parallel holes at Piankatank.

“I want the culture of the course to be where a golfer is standing on the 15^th  green, looks around and asks “Where am I?”

Piankatank’s club pro Kris Keith tags on to the thought. “From a golf perspective, it’s one of the most unique courses anywhere.”

Along with its status as a top notch course, Piankatank also plays host for many civic and charitable events. Recently, the course hosted a tournament for Bliley House, an organization dedicated to brain injury issues. The annual Relay for Life has also hosted many events at the club, which features room for 150 people in its Steamboat restaurant and accompanying multi-purpose room, whose large windows overlook the course.

Eighteen years after the Fleet brothers looked at each other and asked, “What are we getting ourselves into?,” the Piankatank Golf Club has emerged as an athletic and social hub for the Middle Peninsula, as well as neighboring Richmond, Williamsburg, and other parts of the Peninsula.

The Piankatank Golf Club is an 18 hole, par 72 golf course, located at 6198 Stormont Road in Hartfield, VA, just off Rt. 3 W/33 (General Puller Hwy.) at the Grafton Church Rd. intersection. Memberships are available. For further information, call the club at 804-776-6516.

Predicting the Future of Educational Policy - Viewing Answers from 2009

While in the process of studying for my qualifying comprehensive exam - scheduled for the second week in September - it has been enlightening to go back and review some thoughts I shared with various professors at William and Mary as a beginning doctoral student back in 2009. At the School of Education in Tribeland, one of the four developed attributes expected of its graduates is to be a reflective practitioner. As I reflect on my answers to a question presented in EPPL 601 class during the summer of 2009, I'd ask the reader to assess my prognosticating skills.

The question presented in this instance was "What are the four factors impacting educational policy today? Agree? Disagree? I'd like to read your thoughts on this matter.

Back to studying!

1. The four factors I see impacting education policy most today are the following – economics, technology, diversity and high stakes testing.

By economics, I am looking at a few sub-factors. Of course, the first is our stumbling economy in America. Unemployment is over nine percent and as high as 18% in states such as Michigan. The lack of growth in the economy is causing Americans more stress, but more importantly it is leaving school districts in the position of having to make cuts. Last year, school district had to slice 5-10% of their budgets and the 2010-2011 year budgets are looking at more cuts. At the family level, rising prices and higher real estate assessments are causing families to have to buckle down – take on second and third jobs, which leaves them less time with their children.

Technology is greatly affecting education policy, but its potential looks to be a benefit within school policy. School systems such as Henrico (VA) have been able to undertake a “one-to-one” laptop agreement thereby giving each student access to his/her own laptop. Surprisingly, Henrico did not have to outlaw a great amount of funds to make this policy a reality, but rather re-allocate some of the existing funds.  Technology will continue to have a positive impact on education policy in the near and distant future.

Diversity also affects policy. Several years ago (2002-2003), I was the boys track coach at JEB Stuart H.S. in Fairfax County. Stuart was a school represented by students from over 70 countries. The world is changing and evolving and the America as “melting pot” continues constantly as pockets of many nationalities continue to make America their home. Within the next 20 years, white students will lose their majority status and new policies have to keep in mind that the schools are becoming much more diverse, sometimes in unexpected places, such as Harrisonburg.

Finally, high stakes testing will continue to impact educational policy. The NCLB Act is scheduled to reach its goals by 2014. Since no one believes that 100 percent of students will be able to pass the SOL’s it is apparent that more policy discussions will occur to determine how to alter NCLB. As noted in class, this should be a knockdown, drag-out “12 rounder.”

Golfing on the Virginia's Middle Peninsula - Pt. 2: The History of Gloucester Country Club

The second in a series on golf courses and pros who serve the Middle Peninsula of Virginia

In its 80-plus year existence, the Gloucester Country Club has enjoyed a unique history, one which has shadowed that of the Middle Peninsula region. As a centerpiece of the community, the Club has played host to numerous events and served as more than simply a local recreation outlet.

Current owners John and Bobbie Firth have maintained a scrapbook since purchasing the club in 1960. The following excerpts are highlights of Gloucester Country Club in the news, culled from the archives of local publications.

Thursday, August 23, 1928 – Twenty five men are at work at Country Club of Gloucester on what will be one of the finest and most up-to-date nine-hole golf courses in Virginia. The course has been laid out for 18 holes, the other nine holes to be constructed later. (Note: Construction on the golf course began in 1924.)

Friday, June 20, 1930 – The first of a series of women’s golf tournaments, held at the Gloucester Country Club, was a great success with the ladies showing much interest and skill.

Thursday, October 15, 1931 – Gloucester Country Club holds an “open house” marking the formal opening of its recently completed clubhouse. Tea was served from four to six in the afternoon, and a dance was held later that evening. Music was provided by an orchestra from Richmond.

Tuesday, October 16, 1933 – Bobby McWatt, professional of the Gloucester County Golf Club and a widely known golfer in Tidewater, was acquitted by a jury in the circuit court of a charge of hit and run. The incident occurred near Armistead Avenue and Queen Street in Hampton. McWatt denied leaving the scene of the accident and said that he went to see the victim, as well as offered to call a physician if necessary.

Thursday, July 8, 1937 – Mrs. Madeline Rawlings won the $5 prize offered by President John T. DuVal of the Young Democratic Club of Gloucester for enrolling the most new members. The club’s drive was highlighted with a dance at the Country Club of Gloucester. Rawlings signed up 91 of the 250 members enrolled during the campaign.

June 1939 – Green fees at the Gloucester Country Club are reduced to 50 cents for weekdays and 75 cents for Sundays and holidays.

Thursday, October 25, 1945 – Clearing and grading operations continue at the Evans Airport, on the country club field near Gloucester. When finished it is expected to be one of the best rural airports on the Eastern seaboard.

May 1, 1946 – Virginia Governor William Tuck attended an Al Evans winch demonstration in Gloucester, held at the country club. The guests included South American highway engineers and other dignitaries. Tuck’s executive secretary at the time, Moss William Armistead III, went on to become a journalist, eventually rising to become the head of Landmark Communications, owner of the Weather Channel and The Virginian Pilot.

Thursday, May 26, 1949 – Mrs. H. E. Thomas was sweepstakes winner in the Garden Club of Gloucester flower show, which was held at the Gloucester Country Club. Mrs. Louis Maxfield was the tri-color winner.

Thursday, July 4, 1957 – Miss Linda Darden of “Exchange” and Drew Carneal of New York and “Eagle Point Plantation,” led the Cotillion figure at the first Cotillion of the season at the Gloucester Golf Club. Attractive favors were distributed to the guests and the dance was a gala occasion for the Gloucester, Mathews and Richmond members of the social set.

1960 – The Firths and C.B. Raby purchase the course. Raby becomes the manager.

1962 – Firth takes over managerial duties, and is still working at the club 50 years later.

Special Education Reflections

Some final thoughts on special education as a part of today's school system - reflections captured after completing my first special education course at William and Mary.

Like many other educators before, I entered EPPL 640 with only a brief understanding of special education issues. The few concepts I could grasp came from being thrust into the position of special educator by necessity. Examples of this would be looking at my class homeroom list and seeing seven students with a one letter mark under the disability category, which meant they had been labeled with some sort of learning disability and that I would need to go to the main office and read the IEP. Another example would occur when the assistant principal would come in my classroom during a break and ask me to attend an IEP meeting for one of my students, as a core subject teacher.

In instances such as these, my learning curve only developed to the point of realizing two things. First, the special education community shared a lot of acronyms as part of its jargon. To me, it was like learning a foreign language, and being unwilling to do so, I chose to pick up any information that was necessary to know, and leave the rest for others. Second, I learned that the IEP document had to be followed, so it was important to read the file, and ask for its whereabouts when being unable to find the file for one of my chosen students. Particularly in my three years as an alternative school teacher, I learned that in many cases, the file lagged behind the student, or was not immediately updated in my school. This happened because many of our students were transient, arriving and departing in a fashion which was not orderly. Therefore, as a teacher, it was important to make sure that I was aware of a student’s status by our special education coordinator.

The special education experiences of many teachers mirror my own. We teach general education students, but must work within the parameters of the individual education plan (IEP) set forth for the special education students who are included in our classes. We do not necessarily choose our students, but are required to learn about their unique situations, and some of the rules regarding special education, in the process. It is my belief that all teacher induction programs should include a required course in special education law, because most of us are affected by them.

Reflecting, after a condensed ten session introduction to deeper issues within the special education community, one thing is apparently clear. Each student and situation has to be reviewed from a number of lenses. There is not always a “one size fits all” type of answer to solve each problem. During my master’s degree program at the University of Virginia, I recall a professor who addressed each case study by saying…”it depends.” At the time, it was humorous, because the initial implication was that the professor was unsure, However, after weighing every factor and nuance of a case, it becomes obvious that they are not all handled in the same manner, and it really does depend. To me, this made our case studies the most meaningful aspect of the course, and a focal point of my reflections.

Golfing on Virginia's Middle Peninsula - Part I - Gloucester Country Club

For this summer, my writing assignments for the DAILY PRESS have centered on the golf courses of the Middle Peninsula, the scenic chunk of land which juts out into the Chesapeake Bay while separating our Peninsula from the Northern Neck of Virginia. 

Tucked into the end of a side street (aptly named Golf Club Road) off Route 17, the Gloucester Country Club has earned a rightful spot as a local sports institution. Looking through a folder of newspaper clippings from its past, a reporter noticed the earliest mention of the course from a recap of an article in the Mathews Journal dated on August 23, 1928.

On that day, a short article was written to promote “what will be one of the finest and most up-to-date nine-hole golf courses in Virginia.” Originally, the course was laid out for 18 holes, but the other nine were scheduled to be developed later. As a stopgap measure, a second set of tees was added to every hole in order to satisfy the golfers who wished to play a full round.

The question could be asked, “Why weren’t the other nine holes built?” Perhaps the airport next to the course was taking up too much space.

Owner Lem “John” Firth Jr. recalls the past. “Sure, we had an airport and airstrip which used to be right in front of the entrance.” Firth and his brother Alvin, along with C.B. Raby, bought the course in 1960. For Firth, now 79, it was an opportunity to satisfy his “hobby,” and a place to golf with his friends. In 1960, the siblings owned and operated Firth Brothers Ironworks, a welding supply firm in Hampton. Alvin oversaw the welding business, while Lem handled the golf course.

Things were much different then. According to wife Barbara “Bobbie” Firth, “we didn’t have any electric carts.” But the lack of power provided another opportunity. Adds Bobbie, “sometimes, we had as many as 15-20 men waiting to caddy.”

Son John III, now the general manager, adds, “We’ve come a long way… I guess.”

One constant over the past 50-plus years has been the family aspect of the club. The elder Firth’s live on the grounds, in a home adjacent to the clubhouse. Daughter Debra Firth Higgs, travels from her home in Poquoson to help out on a part-time basis. Even granddaughter Mara fills shifts during her breaks from college, or as Bobbie notes, “comes in to pinch-hit,” adding that “John and John III do the outside work, while my daughter and I handle the inside.”

Part of the uniqueness of the Gloucester Country Club comes from its simplicity. The name is a misnomer; anyone expecting an actual country club will be disappointed. In fact, the clubhouse could best be described as an older, very large white wooden house.

But for the golfer looking for a bargain on greens fees, the Gloucester course is a must-play. Another article from the folder, this one from 1939, points out that the green fees were reduced to 50 cents for weekdays and 75 cents for Sundays and holidays. Even now, the green fees remain in the low twenty dollar range, far below the typical cost for a round of golf. But the Gloucester course provides an honest 6165-yard challenge with a par of 72 to both the champion golfer and weekend hacker. Both the older and younger John Firth’s agree that the low fees and country atmosphere are the reasons why they have maintained a steady clientele of repeat golfers for decades.

The Firth’s attitude toward golf is probably another reason why their duffers come back.

“Working keeps them (parents) young,” says John III. “Even at 79, Dad always starts (the work day) before me.” Bobbie interjects, “most of our golfers are very nice home folks who have been with us for a long time.”

Or as Dad was quoted in an article from the 1960’s, “The popularity of golf is increasing all the time and I’m glad to be a part of it.” After 52 years at the helm of Gloucester Country Club, it’s a safe bet that his outlook has not changed.

The Gloucester Country Club is located at 6731 Golf Club Rd. in Gloucester, VA. The course rating is 34.2 with a slope rating of 111. Gloucester is a daily fee golf course with an 'Open to Public' guest policy. Their phone number is 804-693-2662.

Gloucester's Lebel Puts Foot Into Soccer and Academics

For Gloucester resident P.J. Lebel, soccer is much more than a temporary diversion from his middle school studies.

PJ Lebel drills a shot for his Baystars FC U-13 squad

Not that his studies are causing concern. Lebel, a straight “A” student last year at Peasley Middle School, was recently inducted into the National Junior Honor Society and is getting prepared to take Geometry as a rising eighth grader at Page Middle. Math is his favorite subject, mainly because of the challenge it presents.

“It’s pretty hard,” says the 13-year old.

But, as the captain and center midfielder for the Baystars FC U-13 Riptides team, Lebel, who has played soccer since age four, has made the sport a yearlong endeavor. Over the past year, he participated in fall, winter and spring leagues with the Riptides, a team that is coached by his father Pete Lebel.

Founded in 1991, the Baystars FC was originated to promote and develop youth soccer on the Middle Peninsula. With ten teams and over 150 players, the Baystars are a traveling team which represents players between the ages of 8-18 from the Gloucester region in the Virginia Soccer League (VSL). The VSL hosts over 320 teams and 4,500 players from the southeast sector of Virginia (and N.C.’s Outer Banks), making it the fourth largest league in the state.

“We are looking for players from the Gloucester area who are interested in playing (soccer) in high school and college,” said coach Lebel. Speaking to the credentials of the Baystars network he adds, “All of the coaches in our organization have (certification) licenses to coach youth soccer. We are committed to educating young people about the importance of sportsmanship and fellowship while providing a high quality soccer experience that will give them a strong foundation to build upon.”

The spring season was particularly memorable, as the Riptides finished undefeated (6-0-2) and won their division. As a capstone, Lebel, the team’s leader in assists, was nominated by his teammates to represent their team at the first annual VSL East-West Showcase last month, a match which was won by his East squad 3-2. For the rising eighth grader, it was his first selection to an All-Star team with the Riptides, a team he has played with for three years.

The Tides were able to extend their season by entering two teams in a recent sand soccer tournament, held at Hampton’s Buckroe Beach. Asked about the experience, the younger Lebel noted that it was “fun.” Asked about the tiring effect of playing in the sand, he added that “my legs were sore, but it depends on how many games you have to play.”

Another highlight from the season was the Riptide’s involvement in the “Play on the Pitch” program, sponsored by D.C. United of the professional MLS league. As a participating team, the Riptides were able to play a scrimmage against a team from Northern Virginia on the same field which the United employs, the pitch at R.F.K. Stadium in southeast D.C. For P.J., the event was simply “awesome,” while coach Lebel remembered the RFK turf as “like walking on a carpet.”

With the season now complete, both father and son will enjoy a short break until fall practice, this time with the U-14 team, starts up at the beginning of August.

Concerns from the Field: Looking at the Future of Special Education

As some of you may know, I am up to the final course of my doctoral program at William and Mary. For my "last hurrah," I have chose a course in Special Education Administration. As a practitioner, it is of utmost importance to be aware of the special education rules and regulations, at least for the purpose of avoiding a lawsuit. However, many of the concerns among special education teachers mirror those of their general ed colleagues. For my own purposes, I also want to better understand some of the issues that my wife talks about from time to time. Since she works in the juvenile justice system and deals with many of these issues on a daily basis, it was also nice to be able to include her in a post.

Recent interviews with three special educators from the Hampton Roads region showed a wide variance in the scope of concerns which need to be addressed in their field.

The initial question asked each teacher/administrator to identify their top three concerns related to the provision of educational services to students with disabilities.

The first teacher, Samantha Rozakis, is a former graduate student at the College of William and Mary. Currently, she teaches special education students between the fifth and eighth graders in rural Mathews County. Rozakis had little trouble identifying her three concerns. The  first concern is “actually providing an appropriate education. For example - should students with multiple disabilities really be in a public school in a self-contained class if their behaviors are extreme? It is important to find the most appropriate setting to provide the child with the best education.” 

Rozakis’ second concern is with accommodations. As she noted, “the purpose of accommodations is to "level the playing field" for the student and allow them to work at the same level as their peers. However, if you put too many accommodations on the child, he/she becomes accustomed to having these accommodations even if they don't need them anymore. For example, having a child have every assignment read to them stops them from learning to read because they won't have to read - someone will always read to them. The third concern was with staff training. Rozakis feels that teachers “are not being fully educated on how to work with students with special needs, and in turn, are not working with the children properly. For example, if you are working with a student with autism and don't understand the characteristics of the disability, how can you help the child succeed?"

Her final point is mirrored by Michele Mitchell, who serves as the director of special education for Newport News Public Schools. The Newport News system has shown great progress in recent years, particularly with issues of recidivism and helping dropout students find their way back to school to earn a diploma or GED. Mitchell is overseeing the improvements in her department, and lists her three concerns as follows:

·          the decrease in the number of students going to college specifically for special education

·          the special education general curriculum degree vs. students having expertise in specific areas of special education such as LD, ED, ID

·          the frequent change in state assessments for students with disabilities

Elizabeth McGrath teaches in Newport News and has a specialized student body, that being the young men and women housed in the juvenile detention facility. Although she listed more than three concerns, one of them also dealt with the training given to teachers. As she said, “all teachers, regardless of content, should know exactly how to service special education students. Additional training must be offered. A teacher education program should include more than a Special Education law class.”

McGrath’s other concerns are standardized scores for students with disabilities. Like Rozakis, she frames the issue into a question, “How can the bar be measured with students missing the prerequisite knowledge and the critical thinking skills? Her third concern is the misidentification of minority males as learning disabled students.

The interesting comparison among the three responses is that all responded to the provision of educational services for special education students by looking at the qualifications of the server. Rozakis looked at the issue through the lens of staff training, which includes educating all teachers, not just the special educators. Mitchell addressed the issue from an angle of specialization; that is, how education students should gain specialty training in LD, ED and ID, much like a medical student might focus on cardiology or pediatrics. 

McGrath also looks at training for all teachers, with a specific focus on servicing special education students.

The second theme mentioned more than once was that of standardized testing for special education students. While Mitchell commented on the constant change in expectations, McGrath focused on the lapses between what the student knows and is expected to know.

The final theme looks at the identification and placement of the special education student with the concern being the attempt to match properly qualified teachers with properly categorized students. Rozakis used extreme cases as an example, while McGrath’s concern was more with the identification of the student’s disability, as well as the practice of categorizing minority students as learning disabled, even when the label is unjustified.

A Graduation Trend at Phoebus HS

Proof positive that there are some amazing student-athletes doing positive things at their high schools. Phoebus is a high school located in my neighboring town of Hampton. While their athletic program is highlighted by the four consecutive Virginia state titles won by their football team, the school boasts some notable athletes in other sports. Here is the story of a few.

As graduation time approaches, the annual wave of chaos ensues for high school seniors. The eruption of events begins right after spring break as tests, proms, sporting contests and college choices fill up the time of many students. The uncertainty spreads to the teachers and school administrators who have to plan many of these activities, long before the pomp and circumstance which accompany the final turning of tassels.

At Phoebus High School, there has been one constant at the graduation ceremony since 2009. For the past four years, either the valedictorian or salutatorian has been a member of the boys or girls soccer team.

This year, Ian Griffin, a forward/midfielder with the Phantom team, will represent the Class of 2012 as the salutatorian. He will follow in the steps of past Phoebus soccer players, such as Zack Peters (2011 valedictorian), Caitlin Kremp (2011 salutatorian), and Christopher Russ (2010 salutatorian). Russ was also a recipient of the prestigious Bill Gates Millennium scholarship, making Phoebus one of the few schools nationwide to have multiple award winners. This year’s valedictorian, Mia Knowles is also a Gates scholar, which provides a full scholarship to the college of choice for 1,000 minority high school students each year.

For Griffin, the correlation between hard work in sports and academics has been part of the reason for his success.

“There is something about the doing the work. You have to dedicate yourself, building up your conditioning and skill level. It’s all about the work ethic, and once you develop it in the sport, you also develop it in the classroom.”

While he acknowledges the diversion that soccer provides from daily schoolwork, Griffin does have a favorite course.

“AP Psychology. The teacher (Mr. Carpenter) took it to a whole new level. It was just a fun class. Some teachers can just do that – make a class.”

Griffin will attend James Madison University next year and is considering the idea of continuing his soccer career as a walk-on.

The work ethic tie-in between sports and academics is a concept shared by Phoebus’ boys soccer coach Ryan Pringle.

“Of course I put an emphasis on grades, but there is a connection between certain sports and academics.” As proof of this, he shares a favorite quote, “Hard work beats talent when talent doesn’t work hard.” Another Pringle saying was quoted by Peters at last year’s graduation ceremony. “I’m glad that something I said stuck with him, and he thought it was important enough to repeat in front of the student body,” said Pringle, proud with his recollection.

The trend may continue into the Class of 2013.

Junior goalkeeper Jack Peters (Zack’s brother) is currently ranked first in his class, putting him in position to serve as next year’s valedictorian. In spite of the family connection, the younger Peters feels “no pressure,” and is staying focused on his plans to major in engineering, possibly at Virginia Tech. As part of his training, Peters is enrolled in the “Lead the Way” program, which includes an engineering centered curriculum of five courses, beginning in ninth grade, and culminating with a project. The final step involves the creation and development of a product, seeing the process from its embryonic formation through the stages of production to manufacturing and marketing.

With modesty in check, Peters said, “Hopefully, this (program) will help me in the future.”

As the soccer season reaches its conclusion for the Phantoms, the future is indeed bright for Griffin and Peters, the latest soccer players to top their classes on Ireland Avenue.

Challenge for the Future at Mary Washington: Identifying and Compensating New Professors – A Peer Study (data compiled by McGrath Educational Services)

As part of my search for meaningful data, I stumbled upon an interesting tidbit. If one were to examine a particular university which is driving to upgrade its status and "brand name" in the collegiate community, one way to do so would be by identifying, properly paying, and retaining its young professors. The University of Mary Washington (formerly Mary Washington College) in Fredericksburg, VA could be identified as one of those schools. For the record, I have no ties to UMW and culled this information out as part of an analysis on the general professor salaries in the Southeastern United states as well as Virginia. I particularly like the comparison to Christopher Newport University, a school in my town of Newport News, which makes no secret of its desire to become the "Harvard on the James (River)"

In recent years, there has been a movement at the University of Mary Washington (UMW) designed to enhance the stature and “brand name” of the institution. The long-term objective is to build the school into a top-flight college with a strong reputation in the Southeastern United States, as well as nationwide.

The first step in this direction occurred when the school’s name was changed from Mary Washington College in 2004. The latest expansion projects, Eagle Village and the William M. Anderson Center, completed in the past two years at a cost of $115 million, are further examples of institutional progress.

McGrath Educational Services was “hired” to conduct a study – one which would make recommendations on how the school can better hire and retain young professors for its various programs. After an initial consultation, it was agreed to work on a professor salary study.

To understand UMW’s place among “peer” schools, one must understand the identity of UMW. Currently, there are almost 4,400 undergraduate students, mostly women (64%). UMW is a four-year institution and accepts first year students on a full-time basis.

To find the peer schools for UMW, the first database studied was from SCHEV (Schools and Colleges of Higher Education in Virginia). Their list was not accepted because of the influx of Northeast and Midwest schools. However, an initial list was developed from the NCES (National Center for Educational Statistics). The list of 36 was narrowed to 15, all four-year schools with 1,000-5,000 students, located in the Southeast. Here is how UMW compares in average associate and assistant professor salaries:

Institution Associate Professor Assistant Professor Lecturer Bluefield State College 54512 49705 40356 Christopher Newport University 73087 56727 50135 Citadel Military College of South Carolina 68140 56117 49000 Elizabeth City State University 69438 62321 56294 Fairmont State University 58099 48707 40984 Francis Marion University 59881 53130 47499 Henderson State University 53048 48999 38809 Kentucky State University 58303 47373 41248 Longwood University 62978 53778 56383 Shepherd University 61370 52865 Blank South Carolina State University 61272 57489 43430 The University of Virginia's College at Wise 60041 55810 43300 University of Mary Washington 63386 53768 52667 University of North Carolina at Asheville 67703 61218 Blank Virginia Military Institute 62789 52005 41514

The findings from the initial search suggested that while some valuable information was gained from the salary comparison, it would be advantageous to perform another search to clarify the findings. It was decided that the second search would be restricted to all four-year schools in Virginia.

Based on the results of the second search, the data now shows new trends, especially as to where UMW ranks among its peer schools in Virginia, of which there are as many as five. The new breakdown looks as follows:

	Avg. Salary		Avg. Salary		Avg. Salary
	9 Mos.		9 Mos.		9 Mos.
	Associate		Ass't		Instructor
	Professors		Professors
	2010-11		2010-11		2010-11
Christopher Newport University	73087		56727		50135
College of William and Mary	81108		66312		42922
George Mason University	83149		68538		55845
James Madison University	66941		58357		50003
Longwood University	62978		53778		56383
Norfolk State University	69299		56575		50499
Old Dominion University	73816		66627		44942
Radford University	64910		56717		49010
UVA-Wise	60041		55810		43277
U. Mary Washington	62768		53877		52561
U. of Virginia	92539		76654		50815
VCU	78471		62387		47568
VMI	62789		52005		41514
Virginia Tech	82021		70900		45009
Virginia State	64425		64613		50184

This comparison provided more meaningful data. For average salary paid to associate professors, assistant professors and instructors, UMW is on par or slightly below schools such as Radford, Longwood, VMI, Virginia State and U. Virginia-Wise. However, a deeper analysis shows that UMW is in the high range (3rd of 15) for compensating lecturers. In a matchup against Christopher Newport, a future athletics (Capital Athletics Conference) rival and school of roughly the same demographics, there is a significant difference. UMW is approximately 5% (for assistant professors) and 15% (associate) behind CNU for average salary. Also, UMW is 20-30% behind the College of William and Mary and 35-40% behind the University of Virginia. There are several recommendations. First, in order to attract and retain younger professors, UMW needs to stay ahead of the average salaries of its “peer” schools. Second, because Fredericksburg is now considered part of Northern Virginia, and has a high cost-of-living expense, UMW also needs tom keep its average professor salaries competitive with CNU, which is the highest paying peer school. UMW should also aim to close the gap with W&M, VA Tech, GMU and U. VA. If this cannot be accomplished, alternative retention methods should be found, such as providing accessible affordable housing in Spotsylvania and Caroline Counties.