you know, we're looking at this in rhode island, but any research that's been done about how the handoff actually saves medicaid -- state medicaid programs money? >> the answer is, no, because of data sources. though the washington state data, i was able to describe to you, is unique, because they merged their jail booking data, their medicaid data and mental health utilization data. they have an index that allows them to tie that data. no other state has that data at this point in order to do that research. in rhode island you've been very blessed, a neighbor health plan as a leader, and a correctional leader who has understood and working with trying to figure that out. i think we have something similar happening in the state of vermont in an effort to try to link those systems. unfortunately without the master patient index or tying that data together, we have no way to do that. there are hipaa concerns and

other concerns about being able to do that. they were able to do that in washington because of their unique data set to allow them to easily identify folks. >> we have a few minutes left. i'll ask you as we go through the last couple of questions, to pull out the blue evaluation form, if you haven't done it already, and fill it out as you listen, so that we can get some feedback on what we ought to do to serve your needs better. lindsey? >> yes. i think both of you talked about hospice care and long-term care inside the prisons. and i was just wondering why can't these people be released at that point? why are they still incarcerated when they probably are not a threat to society anymore? just wondered. >> for georgia, i can speak that our clemency entity, the board of pardons and patrols, has the authority to decide whether someone is eligible to be released. we have a very active medical

reprieve process. right now we probably have about 65% of those inmates that we submit for consideration that are being granted a reprieve. so those inmates who have, as i said, a guesstimate life expectancy of less than 12 months, or a chronic debilita debilitating terminal otherwise disease that's going to be particularly costly to the state, we can submit those for consideration. >> and we have a similar process in tennessee. but that is actually -- our providers would be responsible for providing those cases to the department of correction. and they would go through the normal process. the process has been recently revised to include some long-term issues that are not, per se, terminal but debilitating, to be humane. >> maybe this is the last question. it's maybe the toughest.

we've sort of talked around it for a good part of the conversation. what impact do you anticipate involving the hpsi drug having on the health care expenditures? >> easy answer is bankruptcy. >> and, therefore, what? dr. turney was talking also about trying to deal with a very large incidence of hpsi population. are you going to prioritize? are you going to test everybody? are you going to allow the use of svaldi for some subset of those folks? and how are you making that decision? >> do you want to take it? we're going to, and have started to prioritize those inmates. and basically leave the decision

to the gi specialist who is rendering the care, as to who is most appropriate given the financial constraints. svaldi is a very effective drug, but to treat an inmate with fewer side effects which is the big plus for that, we were talking about it, roughly $120,000. so with that type of price tag, you can imagine, we can't treat everybody for $120,000, otherwise we wouldn't be able to treat the heart disease and diabetes and everything else. so yes, we do have to prioritize and follow protocol. we're currently looking at the federal bureau of prisons guideline for treatment of hepatitis c. >> it's not an easy answer. i think we still have a long way to go with the discussion.

there's not been any definite defined prioritization schedules that have been released on a national scope. the aacld and fbop have released preliminary guidelines which we also use. we have an advisory committee that has been infectious disease doc to assist us in prioritizing patients based upon their medical needs. case in point, hepatitis c and hiv, they don't work well together. so when you have both illnesses, your disease goes much faster. so they're put at the top of the list. we would look for worsening clinical courses. and we put them to the top of the list. or, you know, prioritizing. i'll say that i think there needs to be a lot of discussion between local, federal, pharma corrections and public health on this discussion. and we really need to find a solution, but it's got to be a collaborative deal. >> thank you. okay.

well, if you could put that composite slide back up, i would appreciate it. just for your use, our crack staff led by marilyn sarafini on this briefing, had put together a summary of the evaluations that several of our speakers today had put into their presentations. so when you're looking for things that you can work on, we've put it all on one page for you. so take that as grist for your legislative mill or your policy mill. i want to thank you for your attention to a really underappreciated set of issues that we were able to address, and for that, by the way, i want to thank our friends at santin

for allowing us to put this program together and to recruit some of the folks you have heard. i want to thank our panel. i particularly want to recall the eloquent testimony that we heard from deborah row and jacqueline craig bay, as well as the panelists you see up here, and join me in thanking all of them for a very useful discussion on a very difficult topic. [ applause ] >> and thank you, ed. tonight on c-span3, washington journal's interview with michigan state university president, part of our special series on universities in the big ten conference.

that will be followed by events by political journalists. selections from this year's western conservative summit in colorado. plus, ben carson speaking earlier this year at the national press club. you can see all that starting at 8:00 p.m. eastern here on c-span3. c-span's campaign 2014 is bringing you more than 100 debates this campaign season, for the control of congress. last night we showed you the first montana senate debate between democrat amanda curtis and republican congressman steve daines. here's a part of their debate. you know, when our founding fathers wrote our founding documents, they did not ever intend for corporations to be running the show here. they absolutely intended for teachers and electricians and plumbers to be making the

decisions that affect us and our citizen legislature. i have found in meeting montanans, that they're a little bit afraid of being part of the process, that maybe they don't think they're quite smart enough to do it, or don't have the right background. and the reason that i have stepped up to the plate is to prove that you do not have to be a silver spoon-fed politician, a career politician to represent working families, and that the best person to represent workers in the state is one of us. >> follow-up to that with amanda. i think we're getting to your experience. do you think you have the experience to represent the state and u.s. senate with one year in the house of representatives and your background as a high schoolteacher? >> absolutely. i'm sure by now most folks have read in their local paper about my background growing up in poverty, right here in billings. and the adversity that i experienced. most people know that i have

dedicated my life to education, because it's the pathway to overcoming the adversity that i've experienced. the experiences that i've had in a working class family in the state of montana absolutely makes me the best person to be our voice in the united states senate. >> congressman daines? >> well, representative crist and i do agree we need to have a citizen type legislature serving us back in washington. we need men and women who can take the skills learned outside of washington to help lead the country. growing up in bozeman, mom and dad grew up here in billings. my grandma still lives in the same home on avenue c, for 45 years until she passed away a few months ago. i can tell you what, i grew up watching a mom and dad start up a construction business with nothing. we lived in ten different houses growing up in bozeman, moving every year and a half to stay a step ahead of the bank. i worked to put myself through

college. we need people who have experience, growing jobs, growing businesses, because we talk about jobs. i'm the only candidate on this stage who has actually been out there and created hundreds of good high-paying jobs right here in montana. [ applause ] >> quick rebuttal, amanda. >> i have to apologize to all of the teachers out there for what you just heard. because we know that teachers are also very important job creators in our state and in our country. >> you can see that full debate online anytime at c-span.org. and we also welcome your thoughts on every race for office. you can share your reaction via twitter using the #c-span or on facebook at facebook.com/c-span. with live coverage of the u.s. house on c-span, and the senate on c-span2, here on c-span3, we complement that coverage by showing you the most relevant congressional hearings

and public affairs events. on weekends c-span3 is the home to "american history tv" that tells our nation's story. the civil war's 150th anniversary, visiting battlefields and key events, american artifacts, touring museums and historic sites to discover what artifacts reveal about america's past. "history bookshelf" with the best-known american history writers. the presidency, looking at the legacies of our commanders in chief. "lectures in history," with top college professors. and new series, real america, featuring educational films from the 1930s through the '70s. c-span3, created by the cable tv industry and funded by your local cable and satellite provider. watch us on tv, follow us on facebook and follow us on twitter. c-span's "washington journal" conducted interviews at universities in the big ten

conference. the conversations focused on higher education challenges, including student debt, admission policies and campus safety. this interview with india indiana michael mcrobbie. >> we continue our month-long series of interviews with university presidents, in conjunction with c-span bus's big ten college tour. this morning the c-span bus is on the campus of indiana university, in bloomington, indiana. on it, we're joined by the president of indiana university, michael mcrobbie. president mcrobbie, thank you for joining us. >> delighted to be here. and welcome to indiana university. >> thank you for the invitation. can we start, president, with your general thoughts, before we talk about the details of the university? but your thoughts on the an we greatest challenges facing those in higher education today? >> oh, i'd say that probably the

greatest challenge in front of us is to continue to provide a quality and affordable co education, especially to the students within the state of indiana. a state university, afterre all, and keeping that education tth affordable, but also ensuring its haquality, so that our students are graduating with very high-level skills that will enable them to prosper in the workplace. i think it's onet of the greatt challenges. and of course, that involves a whole range of factors to do with the sources of funding for an institution with a budget of $3.3 billion. to >> what steps do you think have to take place iinn order to balance that affordability with quality? >> well, i think one of the key

things that we're doing, in terms of affordability, is we g: ave really focused in laser-like in the last couple of years on the whole issue of student debt. you're probably aware that thiss has -- i'm sure you're aware th thatis this has got enormous ang appropriate national attention. it has been a concern of ours. and so last year we introduced a comprehensive financial literacy program that involves things like modules that all entering freshmen have to complete on literacy, courses on financial iteracy for credit, a variety of administrative matters that gives students much better control and knowledge of their student debt. and what is remarkable about this is that we saw an 11% dropt in the amount of debt that students took on this year.

and that amounted to $31 million. remarkable about year that is that,an if you multiply that across all the institutionu of higher education in the country, and there are 4,500 of those, if you multiplied that, you could see how one could have an enormous impact on the amouns of student debt that students o on. eking of course, that is a critical component of affordability. can one actually find the resources to fund an education.r so that has been a really major' program that we have been focusing on, aimed an en affordability of an indiana of o university cueducation. >> on the larger aspect, president mcrobbie, what would d you tell people about getting n education? what if they ask you the : wha question if college was worth e it, how would you answer?it. >> well, i don't think there's

any doubt that college is worth it.re's study after study after study shows that your prospects in the workplace in general are better with a college degree, than without a college degree. now, it certainly is the case that there is a growing emphasis on the kinds of skills that students are graduating with.llt and we have put in place, in it. fact, i announced this last year, that i asked all of our schools to comprehensively evaluate opportunities for vely creative combinations of degrees, certificates, associatt qualifications, and master's degrees and so on. and just last week we announced a new program between our very w highly ranked school of business and college of arts and and co sciences, that will probably anl accelerated lbachelor's plus

master's degree that will accel provide a bachelor's degree in a field like economics, mathematics, and so on, and a one-year master's degree in businesshe. masters so that's an accelerated process. and that one-year master's ess. degree can be completely completed online. so you can see how students in a number of different fields can e graduate, go into the workplace, and then complete a master's d p degree online in obviously a very practical applied area of business, which is a skill that is always going to be saleable and marketable by our students. we're looking at initiatives e like that really right across the board at the institution.we we have a program already that s provides a certificate in he business on top of a variety ofr different bachelors degrees as well. and we are very mindful, and i think we have a responsibility

to our students to be concerned about their welfare after they i graduate. wer simply cannot as an y institution complete a student's education and wave to them good-bye and not be concerned about what happens to them then. so the programs i described to you are really focused in part on responding to the need for greater schools to go along with the classic kind of liberal arts education that we provide at indiana university.ong wi and we're alsoth mindful of the fact that in spite of the fact v that unemployment is still relatively high, though falling, there are by some estimates 2 million or 3 million unfilled positions because not enough graduates are graduating with the right kinds of schooling.gr nd a final part of that is a comprehensive approach across h the university to really improve

career consultinghe -- career advising, i'm sorry. we're really focused on ensuring that all of our students have access to top-quality career advising, to help to maximize their opportunities to find employment once they graduate. >> c-span bus is doing a big ten college tour, presidents are st joining us on the bus to talk about issues of higher c education. we're joined by the head of abt indiana university, michael higr mcrobbie, and he's here to take your questions on issues of anan higheriv education. you may have specifically gone to the school, or have questions on higher education. here's your chance to talk about it. perhaps you're an educator at a university.3882. about 46,000 students at indiana university in bloomington.

36,000 of those or so are undergraduate. about 10,000ty graduate student0 and faculty and staff of 8,300. president mcrobbie, when you std talk about cost of college 8300 specifically for indiana . university, how much of your ecc costs areal taken up by employen salaries, staff salaries and faciliti facilities? >> personnel salaries are the largest single component of thee cost of the university. it would be around 80% of the cost of the institution. our personnel related salaries, health care and so on. we are a personnel intensive organization, like most other universities. so we are very much focused on the direct interaction between students and instructors in thee classroom. and although i think we're seeing a greater and greater

impact of online education, i e still don't think there's an oni enormous amount of evidence that it's going to completely replace that fundamental student/teacher relationship, which has existed for as long as universities have existed, which is over 25 centuries. >>un theiv annual budget for th indiana university, $1.4 billion. endowment of about $2 billion. alumni, approximately 370,000 worldwide. you talked about personnel. what about facilities, how much do you have to spend to keep up facilities and add facilities? >> well, this has actually been -- this is my eighth year as president. this has been a major focus of . our board of trustees over this period. like many institutions, i'm afraid we actually had a very . large deferred maintenance bill. and this is the kind of stuff

that's not glamorous.nd it's the roads and sidewalks, r. the steam tunnels, et cetera. but there's a rule in business that every dollar that you don'e spend now, you're going to haveo to spend $4w, in the future to rectify that. so we've been putting over the last seven years or so an enormous amount of effort into trying to, at that level, catch up with the significant burden l of deferred maintenance. and more recently, we've had just excellent support from the state.an now, on top of that, we're alsoo looking at renovating major buildings on the campus and bringing them up to the kinds og standards and to provide the kinds of facilities that ies th require -- thatat are required support the type of research that one expects over 21st 21st century universities. over the last seven years, we have constructed or have under construction at the moment or ir planning over 50 major facilities.

and we have spent about -- or cost about $1.5 billion. what's interesting about that is only 30% of that has come from i the state. the other 70% has come from a t whole variety of other areas, including several individual philanthropy. >> let's start with ann from dayton, ohio. who is a parent. good morning, ann. >> caller: yeah, hi.5-3882. that's a beautiful campus and a beautiful town, bloomington. but i want to talk about my direct experience as a single t, parent with three daughters, and with not much economic help with my ex. but i have encouraged my three daughters, all in their 30s now, to be excellent students, and that that was their job. and they did. and i was middle income. and they qualified for great for

scholarships, at small, private schools. my oldest s went to overland.o i only had to pay $4,000 a year there.$4,000 one got into loyola. they all got into small privateo schools. what we experienced, i mean, the youngest decided to go to the university of colorado.univer and they didn't give a great g package. we found out that after her ouno first year, you know, and we hat went into debt for that first year, that we ran into a lot of extremely wealthy kids who were lying about being in-state tates status at a large school.arge and getting in-state pay. which she did get after jumping through all the hoops, you know, of living in-state after her oh freshman year for a year. do you have that same kind of thing, where wealthy kids are claiming to be in-state, actually getting money from parents? so talk about small schools andk

schng, i believe, better scholarships and funding than ee large state schools.schola and i hope c-span actually goes and visits s some of the small private schools. so if you could address that issue, thanks. >> ann, thanks. president mcrobbie, go ahead. >> yes, firstly, let me say that we take very seriously, and are required to by the state, the distinction between in-state students and out-of-state ts ano students. we have pretty rigorous ve pre requirements as to what the residency requirements and othew requirements are for students te be regarded as an in-state student and get the in-state rate as opposed to the out-of-state rate. we have a committee that deals on a regular basis. they are very hard-nosed about what the tri ker yeah are. and we sort of pride ourselves h onen applying them consistently across the whole university, all

campuses. with respect to financial uni a and scholarships and so on which you were talking about, i mean,n we're a very large university, as i say. we have on this campus over 46,000 students. and 36,000 undergraduates. but we also pride ourselves on the fact that the students with average family -- in-state that students with average family incomes of $50,000, they pay almost no tuition, because the combination of state-to-federal and university based financial aid pretty much covers the totae cost of their tuition.iversi for students with family income of $100,000, or less, they pay somewhere in the vicinity of o about half the total cost of tuition. again, because of all the lf different sources of financial aid that are available to them. in fact, at iu, on this campus, about two-thirds of our students get some form of financial aid.

it was a major focus of our last two campaigns, it will be a major focus of our upcoming campaign. in our last campaign, we raise over $200,000. if you include undergraduate scholarships, about $2 million i innc support of scholarships, fellowships and so on for undergraduate students to come e to indiana university bloomington. >> president mcrobbie, what qualifications do you look at in accepting potential students? >> oh, firstly, we look at obviously the kinds of things all institutions do, s.a.t.s, class rank'ing, what other extracurricular activities they have engaged in. but we also use holistic

evaluation. on the whole, most students kno that there's still a significant amount of students that fall somewhere in the middle, where you want to actually take into account everything about that student. maybe their gpa is not that great, but if you look at theirr gpa, it started low, in their freshman year at high school, but by the time they got to ol, their senior year it had improved, so there's some sign of maturity and so on.some or maybe an extracurricular xtrr activities, they were major leaders or innovators after n mo their high school of the . so we want to take all of that into account, and ensure that as a large state public institution, that we really are doing all that we can to identify and find those studentn who we think will prosper at indiana university. >> what about students who may need some remedial help once they enter the university?

what kind of assistance are thee offered? >> well, in indiana, as a state, most of the remediation is actually carried out by a community college system. so we actually, on this campus, provide very little remediationr anymore. and that is actually provided externally. and we find that our students or the whole arrive pretty well qualified for the courses that they are going to undertake. if they take remediation, they take it at one of the college campuses in which there are in excess of 20 around the state. >> how many of your students ar taking humanities classes or science major, versus professional and technical ing majors? what's the breakdown? >> i don't know the exact wh figure.ave the but i think in the college of arts and sciences, probably i t

something like a third of the o students there are taking courses in the humanities and e social sciences.he we actually are a university that is very strong in the humanities and in the social sciences, with some very highly ranked departments in those areas. this is another opportunity to i add to that, that language has been an area that we've been particularly strong. and we teach in any one year, we teach somewhere between 70 and 80 different foreign languages, which probably makes us in terms of the number of languages taught, one of the top institutions in the country. of there are a few other e top universities that teach that many foreign languages. but we teach foreign languages in just about every part of theg world, commonly taught one, but also the less commonly taught mn ones as well.s we also teach the culture and politics, economics, history and

so on in most parts of the world. we have a series of what are called title 6 centers that wht cover the whole of the world as well.e but we decided that we needed to bring all that together to try to increase the kinds of educational opportunities that we provide forincr our students. now, about two years ago, our sn board of trustees approved the formation of a new school of apv global and internationaled studies. your colleagues will probably see the large building that will house the whole of that new school.ol. it will house the different foreign languages, and all the l associated programs in the part culture of those economics, hisr politics, those particular regions of the country. and we appointed a new data foundation dean for the school

last year, and he's just school commenced his position here. he's a former u.s. ambassador to poland, and has worked in the s white house and elsewhere in or washington. so our goal,in frankly, in that area, is really to become one oo the top international studies as schools in the midwest. and consequently provide not only specialists qualifications in international studies, but ts expand and enhance the kinds of majors that we can provide to our students. because in my view, it's kin certainly been ads priority of e mine at the t university and ou trustees, one of the most of important things that we have to provide as a university is international literacy. >> george from noblesville, indiana, a parent. george hello. no caller: hi, how are you doing? my question is regarding the endowment. you see the endowment at

800-plus million dollars.said t what is it used for? is i see a lot of date rape and alcohol use on campus. what is the university doing nd about that? and i'll take it offline. thanks. is >> let me deal with the second part of your question first. there is nothing more important to us as a university than the welfare of our students.othing i mean, we are obviously deeply concerned about the welfare of all of our students. so earlier this year, we announced a student welfare ar,e initiative, which is a nitiat comprehensive approach to problems of sexual violence andr the other kindsob of issues tha you have raised across the sex institution that is -- that is u actually managed and administered at the very highest level in the institution. twonist vice presidents co-chai

executive council that is actually responsible for both the comprehensive evaluation of our present policies, their improvement, and the implementation of new policies in this area. i should add that one of the things we're most proud of on pi this cycampus, on the indiana n campus university, that the students are not just sitting around waiting for the administration to do more to address these issues, and so on, our students a number of years ago completely of their own initiative formed a cultural care, which f is a student-led initiative that is completely run, managed, initiated by our students which is focused on coe students helping students, nts bystander awareness, as well.and this is something that i have nothing but praise for. the work of our students, to put

this program in place.tudent and it has had a significant a impact.cant and i know has been widely praised and looked at by other institutions. the first part of your question, the total endowment of the ndowe university is across all campuses is $1.8 billion. i should note that we're very proud of this. this pales compared to the total endowment. the h $1.8 billion in endowmente have goes to a variety of poses different purposes. i'm a donor to the institution. my wife annodrs i support four different graduate fellowships there. and those graduate fellowships lowshi are defined by a formal legal agreement between me and our university foundation that's responsible for this and that's true of tens of e thousands, if not hundreds of thousands of other people. h

so the great bulk of it is identified for specific purposes. undergraduate scholarships, graduate scholarships, funding to support research programs in the various schools within the university, and some of it to support the building, and construction of new infrastructure. >> our guest joining us on the c-span bus, as it continues to visit big ten schools, michael mcrobbie, the president of indiana university. a native of australia. and how did you end up the d upe president? >>t? how did you know i was a native of australia? i was recruited here for -- i'm a computer scientist in my background. i wae sfo recruited here, oh, n over 18 years ago. i came here as a vice president

for information technology and computer scientist. and enthink become vice president for research and progress. and then appointed president. ps i never expected when i moved here that i would be the i mov president ofed the university. but i'm honored and delighted to be in this u position. i must say, as much as i enjoy u visiting my home country, i'm an american citizen now.my home i never regretted the move for n one nano second. this is home.owe indiana, bloomington, wonderful place. indiana university is a fabulous university. and idian enjoy every minute of life here.ulous >> let's hear from lawrence from pennsylvania an educator. hi, lawrence. >> caller: hi. president mcrobbie, i'd like to get into your general education program.ca and i'd like to know kind of a follow-up to an earlier comment, what kind of humanities, of a philosophy, history, english, a student -- well, all students

are likely to get in those a important first two years of college? thank you very much. >> yes, we have a general education program that with some variations applies across all c seven campuses of the al university. but on this campus in particular, bearing in mind it's a large campus with many different courses in many areaso in ursummary, students are area expected to have done a series o of consecutive courses in the humanities, social sciences, ia natural sciences, mathematics, u anrad also to have done a numbe of years of a foreign language. and this was put in place by our faculty through their initiative, now about eight or nine years ago.

and has recently commenced. and it is a program and the ren general concept of the general education is something that has my complete support. it is, to me, one of the real fundamentals of american education, what's called liberal education. so you get an education in both breadth of the different areas of human knowledge, but you alsa get an education in certain areas, the areas in which you may minor, you get an educationi in somen depth. and that model, the american model of liberal education is, f frankly, the best in the world. and i speak as somebody who comes from another part of the world and seen a lot of other systems of education around the world.f other it is one of the most envied things about the united states is the quality of education, the

liberal education that you get at an american university.vied i'll give you another example. t i was in china, now maybe five years ago, meeting with some be chinese university presidents. and they told me, we have studied your system of education and we have poured money into mf higher education in china. and we're still not getting the right kind of graduate who is se creative, and innovative, as the kinds of graduates coming out of american universities. and we've studied your system and we believe the key thing can we're missing is theiv system o liberal education that you havem in the united states. and so you'll now see some of the major chinese universities have actually been developing that kind of approach, because a of what they see as the enormous success that this system is having in the united states.

>> mr. president, i'm sure you're aware of the job situation here in the united states, and for what you talked about getting a liberal nts, education, i'm sure you've heard the argument also that you should go to college and get an education that will guarantee ny you a job? >> well, i would go back to what i said before about the fact that we're certainly aware of bo that concern.that w and as i indicated, i gave an c. example of a new addition of the university that we just announced, which provides both bachelors degree of the classice kind thad t i was just describi, with a one-year masters degree in business, and provides it on an accelerated basis. normally that would take six is. years or so, and we provide thao in five years, and provide it for the last year to be online. that's in direct response to that concern, which i think in

some cases is a legitimate one. and as i also said, we are -- have already looked at and are looking at expanding that acrosy all of our schools. for example, our school of all computing is in the process of e developing the p same kind of io accelerated bachelors degrees, plus masters degrees and so on, that provide somebody with a qualification in mathematics and computing of a more classic kind. as i said,degr we're very much e of that.e're v but we think that there are enormous benefits of the classic liberal education, of the kind i was just describing. but then, when coupled with an . additional qualification, in they mat iks, business and so

on, really well qualifies a student to be successful in theu workpla workplace. t assistance does the university get from for-profit companies? >> i don't see very much competition at all, frankly, from for-profits, very little. i think our major competition is from rest of the big ten. -- i all of my colleagues you're visiting around the midwest. and we all compete among ourselves. i think in general, in a very to healthy way for the best i students and the best faculty.te i mean, the universities you're visiting are in some ways, i think one of the real unheralded strengths of this country, people may think more of the ra west coast than the east coast,y but the. big ten universities that you're visiting, which, of course, there are now 14, the hg bi tg ten universities that you are visiting collectively do an enormous percentage of all of

the research, an enormous an percentage of the graduate students, ph.d. students, in the united states. something of something in the is big ten we're very proud. ig think of the quality of the for-profit quali universities? >> sorry, could you say that again? >> what do you think about the s quality of ayfor-profit universities? think a >> oh, i'd leave that to otherss but obviously there's been quite a bit of controversy about that question.bit but i think, as i said, for-profit, you're not talking private institutions, which are not for-profits, but we see ver little competition from them. >> lou from virginia beach, a parent, hi. >> caller: hi. how are you doing? >> fine.rom vi go ahead.hi. >> caller: yeah. i'm trying to ask a question that -- about -- he explained cl

it, mr. mcrobbie explained about being a liberal education. okay? and how does he mean liberal? what does he mean by liberal?edc hopefully it's basically in english, okay?ho and basically he's teaching thes foreign languages for basically understanding, but not teaching in the foreign languages. >> we'll let our guest respond. >> yes. i quite often have to say that when i talk about liberal education, i do not mean in the political sense. i mean in the classic sense of both breadth and depth in an education. that's what i mean by that. and that does involve, as i said in response to one of the other questioners, being able to have done courses in particular areas

of the great breadth of human knowledge, humanities, human science, natural science, biological science, mathematical sciences and languages. >> mr. president, a question about academics from twitter, should college athletes be paid beyond just a scholarship for bringing in millions to the university budget? >> oh, i think that this is an area where we really have responded vigorously. i'd like to think we've become a national leader. earlier this year, we announced our student athlete bill of rights. there are some very fundamental new innovations in that student athlete bill of rights. firstly, we will cover the full cost of attendance for all our student athletes. so everything that's involved in their education is covered tion

through the kind of scholarship we provide. more importantly, we have now re got to provide full four-year scholarships. so that as a student athlete comes to iu, and even for and performance reasons, or for other reasons, they no longer are competing in athletics, we will guarantee them a tics, scholarship for that four yearsn it completely removes from the concern any worries about the future of their education. and then op top of that, we're also mindful that for reasons y sometimes that w the family related, sometimes other reasons, a student may leave before they graduate. we will guarantee that at some point in the future, that that student, that we will then covel the remaining cost of that student's education.ng and you just think about that. a student comes to iu, he or coi she's been a fantastic athlete.m

after two years, they get recruited to go into the professionals, whatever their sport is, don't finish their d g degree. or they break their leg and can. never play again.r what are they left with?ak the probably very little.ca we will guarantee the cost of their education, back at indiana university, to finish their degree, so that they now have a chance to kind of reestablish themselves in another profession with that indiana university qualification. there's ass series of other majt components to the student athlete bill of rights. there are ten major components to it. but it's very much focused on, really, comprehensive approach to improving all aspects of our engagement with student athletes at the university. >> mr. president, what do you see as the future of the enga university? not justetes yours, but universs as a whole? what do they face as the future. continues? >> well, i've had a particular

interest in the history of universities. i'm often fond of saying that with the exception probably of the catholic church, universities are the the effort of the catholic church, universities are the longest u lived human institutionsnive on face of this planet, in fact there's a university of china that claims to have been foundel in 1653.ies and some of the greatest er institutions in india, it was 1,000 years before they came to an end and what have you, so universities really have the seeds of being very long lived within them. now that doesn't mean that there aren't fundamental changes 't coming in terms of already here, in terms of the model of , in education that we provide, as ii said, i'm an information

technolotec technologi technologist, i have seeny thec informationat technology for th bulk of my career. and information technology has had a major effect for the last 40 years, and to me, that effect is more incremental, i'm cremen somebody who believes in the t apocalyptic vision of somebody that becomes a new model, but i do think it's going to change and i think it's going to keep changing, the clahairman of our board and all of our administrators should wake up a little bit scare of where the future may go.up but so far, we're seeing incremental but constant change as opposed to complete paradime. change within the institution. >> so one thing that you would have to say to stay competitive, what would that be? >> well, i think, clearly, whern we started the interview, pedro,

they have to remain affordable. i give an example of that, the fact that we last year had our lowest ever or at least in 40 o yearev tuition increase and we e very much focused on keeping an iu education affordable. focused but i think the other thing is, that we also at the same time have to be able to compete. for the very best intellectual talent out there. and if by universities, you mean american universities, isles a wide competition for the very best intellectual talent out there, we keep now, i have seen this happen in recent years. very good faculty, from asia, from europe, who probably would not have considered going back o to their home countries ten years ago, who have returned to their home countries who have t

simply got better offers there.. and that is the very best faculty, doing the very best tyi research and the great teachers, the great, it's these people wh are really fundamental in both retaining and to us at indiana university is just a critical part of what we do. >> let's hear from kathy, an ut indiana resident, jump right in with your question. >> caller: a co-signer for all my daughter's student loans and. she went to iu.ning it's just crippling what's happening to us, i have been serv served seven times from the sheriff's office, we did done a everything we were supposed to be done, when it was time for her towe go to college, it all m

fell through, and now her american dream is not realistic in any way, shape or form, she will not be able to get married, have a home, and the job she's doing now has nothing to do with her college degree, she doesn't even need a degree for it. the economy changed and we're just sunk. >> well, i think that the kind of story you tell is, i'm afraid, all too common and we are very muchis focused on tryi to reduce that kind of problem in the future. and that was, i think, earlier in the interview, what i interv described was a comprehensive approach to financial literacy,c at indiana university, an approach that both educates students in personal financial management, it actually educate. them in the consequences of taking inloans, it helps to hes

educate them in understanding what they really need money for, as opposed to just being given what's the equivalent of a credit card with a big limit ono it. and we certainly anecdotally are aware of the fact that a lot of students are getting loans beyond what they need for their education. so getting a handle on and managing student debt, again, is one of the most important thingg that we're doing as an institution, and the impact of this, as i indicated before, at 11% reduction in the amount of 1ney borrowed by indiana university students last year, $31 million of action is at stud least the beginning of a way ofr reducing the kinds of problems that you have just described. all of what i described is in place, will continue in place, we will enhance on it. we will build it and so on,

achand i expect us to see a continued decrease in the amount of student debt at the university, combined with an increasing amount of funding for scholarships, fellowships, student financial aid, coming n through things like campaigns in the institution, as i said, it will be a majober focus in our o next campaign which we'll be announcing shortly. >> what do you do to keep in touch with the student body? how often do you meet with them directly? >> i think i probably spent three hours, just last friday ta afternoon with a group of student advisors to the esident. president. we have had this group of 100 student advisors for 100 years, i meet with them on a regular basis, which is one group that i meet with, later today, i have

lunch with all of the student leaders on this campus, so i'm probably interacting on a weekly basis. with student leadership in some form. i have a number of student interns that work in a variety of different areas.but but i should add that we are a very large institution, we havee seven campuses across the state. and with 115,000 students in total for indiana university. so, comprehensively keeping in touch with all of them is obviously going to be difficult. but i certainly think i get a good sense of the feel from the student body. and i have to say, that the kind of work that has come out of our students, i mentioned the culture of care initiative before, the group, the advisory group that i talked about, they provide me with annual reports m on a variety of different areas

that we agree on. an it's quality of work that comes from our students. >> i apologize, because we'll have to leave the conversation. mr. president, thank you. here are a few of the comments we have received on our ebola virus coverage. >> why can't we all get behind the president with what he wants to do for the good of the people, and that's the ebola thing. i think it's overhyped by the media, and i give it 10 to 12 minutes every morning when it first came out and they're still talking about it. there are other things that are important to talk about too, but they don't do it. i would like to see cspan do a question about is if this ebola virus the proof that we need a

national one payer health care system. we just seen what happened in texas with this capitalistic health care system. and what it now is going to cost us millions and millions to clean that mess up. >> we have got an ebola and hospitals not being ready, you had a guest on, oh, gosh, it could have been eight, nine years ago.

now washington journal's interview with michigan state university president lou anna simon, she talks about priorities for the university and higher education moving forward. it's part of our special series on universities in the big ten conference. this is 35 minutes. the cou >> cspan bus has been on a tour of the big ten colleges across the country for the past few weeks and along the way here on the washington journal, we haver been talking withni university t presidents aboutat higher education issues, the point is e cspan bus is on the campus of on michigan state university, in east lansing, michigan, joining us aboard the bus, is lou