Passed: April 26, 2024
Vote results and comments
Posted: January 2024
Sponsors:
Committee Sponsor:
Faculty Advisory Committee on Athletics and Physical Education (FACAPE)

Faculty Senator Co-Sponsors:
Ashleigh Newman
William “Bill” Miller

Goal:

This resolution is drafted to reaffirm the Cornell Swim Graduation Requirement for Undergraduates, address its current unequal application, as well as revise the swim requirement to a more thorough evaluation of water competency based on industry standards.

Background:

The Cornell Swim Requirement, established for males in 1905 and females in 1920, was the first college in the country to do so outside the service academies. Motivation for the requirement was military fitness for males and “developing a well-rounded education for women” for females. The requirement was adjusted in the 1970s and standardized for all incoming first year students to be: “Jump into deep water and swim 3 lengths (75 yards) continuously: 25 yards on the front, 25 yards on the back, and 25 yards choice.” While stated as an undergraduate graduation requirement, this has not actually been required of undergraduate transfer students.

It is important to note that students are never forced to attempt the swim test if they are unable to swim. Anyone can forgo the test and voluntarily enroll in beginning swimming to develop their comfort in the water and learn how to swim. Approved exemptions are also granted. From 2016 to 2019, there have been 4 such exemptions: one for religious reasons and three for a documented disability. It is also not widely known but is the current policy that even if students are never able to complete the 75-yard swim during their two semesters of beginning swimming, they will have fulfilled this graduation requirement, so long as they attend class and actively participate. These courses also fulfill their physical education graduation requirement and are offered at no additional cost to the student.

 The most recent years of complete data from beginning swimming course enrollment (Fall 2018 and Fall 2019) reveal gender and racial disparities. Specifically, out of the 256 Cornell students enrolled in beginning swimming, approximately 65% were female, 35%  male; and 37% self-identified as Black, 35%  as Asian, 12% Multi-ethnic, 10% percent Hispanic, and less than 5% White. Cornell’s data mirrors that of the United States, in which drowning death rates for Black people are 1.5 times higher than that of White people. The greatest disparities are seen in youth, in which Black children ages 5-9 years old die from drowning at a rate 2.6 times higher than White children, with Black children ages 10-14 at a rate 3.6 times higher. In swimming pools, black children ages 10-14 drown at a rate 7.6 times higher than White children.[1]

It is important to understand the history behind these statistics. First and foremost, these disparate rates are not due to an inherent lack of potential or physical attributes. In fact, historical reports dating back to the 1600s, describe the excellent swimming ability of West African men and women, including their use of the faster freestyle stroke, as opposed to the slower breaststroke used by Europeans (most of whom could not swim at the time).[2] This superior skill and comfort surrounding water was stripped from African Americans following the Civil War with the enaction of Jim Crow laws starting in the 1870s legalizing racial segregation, as well as the racial violence that ensued during this time. From the early to mid-1900s African Americans and the very poor were prohibited from swimming in municipal swimming pools that were built in urban centers, limiting access and opportunities for future generations to learn to swim.²

With the knowledge of Cornell’s beginning swimming data, FACAPE sought out Black leaders in the aquatics community to better inform their discussion and decision of whether or not the swim requirement at Cornell should continue. In the summer of 2022, FACAPE members, as well as Athletics and Physical Education leadership met over Zoom with Dr. Miriam Lynch, Executive Director of Diversity in Aquatics and Volunteer Swim Coach at Howard University and Nick Askew, Head Coach of Howard University Swimming and Diving. The organization, Diversity in Aquatics, aims to promote water safety and drowning prevention in historically underrepresented communities and vulnerable populations. Howard University is the only remaining NCAA Division I historically black college and university (HBCU) swimming and diving program, and has a swimming graduation requirement for its undergraduate students.[3] In this meeting, FACAPE Chair, Dr. Frank Rossi, shared Cornell’s current swimming graduation requirement, along with the data on beginning swimming enrollment based on race and gender. Then Dr. Lynch and Coach Askew were asked, do you think Cornell should keep its graduation swim requirement or eliminate it as other predominantly white institutions are doing. Both responded with “absolutely yes” to keeping the swim requirement. They believe that teaching swimming is being “a part of the solution” and that those who learn to swim are more likely to engage in aquatics programs upon returning to their home communities, passing on this life-saving skill.[4] Teaching underrepresented minority students to swim also breaks the cycle of parents who keep their children away from swimming for fear of them drowning and pass on their fear of the water to their children.[5] It is worth noting that drowning is the leading cause of death for children ages 1-4 years old and second leading cause of accidental death in children 5-14 years old.1

In discussing the specifics of the requirement, Dr. Lynch and Coach Askew suggested moving towards an evaluation of swimming competency as defined by the American Red Cross, as opposed to the 75-yard swim. The American Red Cross defines Water Competency as the ability to perform the following 5 skills: 1) Step or jump into the water over your head, 2) Return to the surface and float or tread water for one minute, 3) Turn around in a full circle and find an exit, 4) Swim 25 yards to the exit without stopping, and 5) Exit from the water. If in a pool, be able to exit without using the ladder.[6] Believing that water competency to prevent accidental drowning, and not proficiency is the goal of the Cornell swim requirement, we are proposing the swim requirement be changed for all undergraduate students to perform the above 5 skills.

It is also noteworthy and further justification for maintaining the requirement, that students who have completed the beginning swimming PE courses out of necessity report undergoing a transformative experience starting with reluctance, fear, and dread to one of immense pride and accomplishment when they learn how to swim (see Appendix 1 for student evaluation comments).[7]

In conclusion, while on face value, the Cornell swim requirement may be viewed as an undue burden on Cornell’s underrepresented minority students and a reason to end it, Black leaders in the aquatic community support such a requirement. By providing formal swimming instruction, Cornell is doing its small part to help right the wrongs of U.S. history and close the racial gap in accidental drowning in this country.

 The Resolution:

 Whereas, drowning is the leading cause of death for children ages 1-4 years old and the second leading cause of accidental death in children 5-14 years old.

Whereas, Ithaca and the surrounding area have numerous lakes, gorges, and streams that pose a risk for students unable to swim.

Whereas, Cornell University has long valued swimming as an important life skill to prevent fatal unintentional drowning, as demonstrated by over 100 years of a graduation swim requirement.

Whereas, the existing swim requirement is to “Jump into deep water and swim 3 lengths (75 yards) continuously: 25 yards on the front, 25 yards on the back, and 25 yards choice” or pass two semesters of beginning swimming (PE 1100).

Whereas, undergraduates that transfer to Cornell University after the first year are currently NOT required to complete the swim requirement.

Whereas, underrepresented minority (URM) groups disproportionately drown and die unintentionally from drowning at a higher rate than white people, due to a legacy of systemic racism in the United States.

Whereas, >95% of enrolled students in beginning swimming (PE 1100) are from URM groups.

Whereas, Cornell was founded on a commitment to diversity and inclusion, and states as a core value to changing lives through engagement.

Be it resolved, that Cornell reaffirms its commitment to requiring formal swimming lessons to those who cannot swim, as a means of promoting water safety and drowning prevention, and reducing the racial disparities of drowning.

Be it further resolved, that the Cornell swim requirement be known henceforth as the “Cornell Water Competency Graduation Requirement,” as defined by the American Red Cross: 1) Step or jump into the water over your head, 2) Return to the surface and float or tread water for one minute, 3) Turn around in a full circle and find an exit, 4) Swim 25 yards to the exit without stopping, and 5) Exit from the water.

Be it further resolved, that the Cornell Water Competency Graduation Requirement be expanded to include transfer students to unify Cornell undergraduate graduation requirements.

Be it further resolved, that undergraduate students may still voluntarily enroll in beginning swimming (PE 1100) in lieu of performing the Water Competency evaluation, and will fulfill the graduation requirement after participating in and completing two semesters of beginning swimming, even if Water Competency is not obtained.

Be it further resolved, that the Office of Student and Campus Life is advised to develop a comprehensive, diverse, and inclusive communication strategy to incoming and current undergraduate students, as well as faculty and staff that conveys the goal of the Cornell Water Competency Graduation Requirement and discontinues the use of language such as “test” that may elicit anxiety in students.

[1]  https://www.cdc.gov/drowning/facts/index.html

[2] Dawson, K. (2006). Enslaved swimmers and divers in the Atlantic world. Journal of American History, 92(4), 1327-1355.

[3] https://www.si.com/college/2023/02/01/howard-swimming-daily-cover

[4] Quash, T, KC Rawlins, SM Anderson. A Comprehensive Analysis of Aquatic Programming at Historically Black Colleges and Universities (HBCUs). International Journal of Aquatic Research and Education. 12(3).

[5] Irwin, CC, et al. The Legacy of Fear: Is Fear Impacting Fatal and Non-Fatal Drowning of African American Children? Journal of Black Studies. 42(4):561-576.

[6] https://www.redcross.org/take-a-class/swimming/centennial https://www.redcross.org/content/dam/redcross/atg/PHSS_UX_Content/Infographic-Water-Safety-Skills.pdf

[7] Jain, A. A Changing Perspective of the Swim Test. Retracting a Former Column. Cornell Daily Sun. March 29, 2017.

Appendix 1

PE 1100 comments (2019-2021):

• The instructor’s biggest strength was her ability to push and motivate the students to try and do the swimming. I started with a fear and no prior knowledge, and I can swim now! And this is mainly because she always reassured me and helped me gain confidence, and I was able to push myself to do better and better.

• She related to us as a student, so we felt close

• The instructors strengths were connecting with the students, and I liked how personal and enthusiastic she was

• Encouraged student to not be afraid and is very good at coming up with ideas/methods to get rid of past fears that student may have.

• The way our instructor demonstrated new ideas of swimming and how to have confidence while learning which one is afraid of.

• She was very encouraging at getting us to swim, and made class an enjoyable experience.

• Advices were personal and helped me improved greatly in swimming.

• Coach really encouraged me to do my best in class since I started out as a beginner and did not know too much about swimming. After several weeks of class, I kept improving and got much better with her help. This is one of the best classes I have taken and an amazing teacher that only wants the best for her students.

• Everything went well and there was plenty of help and cautiousness when participating in this class. Overall, I would take another class with this teacher and encourage my friends to take this class as well. Thank you.

• The material I learned was appropriate to the course description and it provided me with a safe environment to destress while also learning valuable knowledge

• …is a perfect instructor. She taught me how to swim.

• was able to learn very fast even though I had no knowledge of sports.

• Yes this class was taught appropriately. I definitely saw a huge growth from the beginning of the class to the last day.

• She is very knowledgeable on the subject, took personal interest in the students, and personalized class time for each student as we became more advanced in the subject. It was always a highlight of my day going to her class and talking with her. I appreciated how she asked me how finals were going or how I was handling my other classes.

• I loved this class and really looked forward to it every week. This class genuinely brought me happiness.

• excellent feedback, challenged us, and provided motivation

• She was able to make it feel like a private lesson even though it was in a group. No one felt neglected.

• I believe she was very effective in taking me from a not swimmer to a relatively competent one.

• [They] really loved to teach swim. She would always come in every day with a growth mindset/attitude towards learning. She was overjoyed when I learned something new and taught it to me pretty nice. She showed me a great deal of respect and I really hope to hear from her again.

• One of my greatest fears was not being able to pass the swim test, but I can say due to the competence of my teacher I can swim now.
• I signed up for this course with no expectations and I left the course gaining a whole new life skill. I had a few traumatic experiences with drowning as a child and never thought that I would be able to learn how to swim. I’m incredibly grateful that was my teacher. She was so patient with me and gave me the confidence I needed to be able to trust the water. I would recommend her to anyone that wants to take swim!
• This was my first time learning how to swim and as someone who really loves water, this course taught me a lot of the basics of swimming and made me feel excited to swim. I always felt safe in the water and there was no sense of danger.
• This class was amazing. Not only did she teach me how to swim, but she helped me and my other classmates get over our fear of the water. I think they adequately adapted the lessons to fit individual skill level and moved us to new lessons when we were ready.
• The course was pretty solid. Coming in before this I did not know how to swim, nor wanted to know how to swim, now I can swim and passed the swim test.
• I did not know how to swim, I was scared to learn and I learned how to swim the first week of this class. Safety was emphasized and it felt good to have a life guard there when the teacher was working with other students.
• Extremely kind and a great swimming instructor. She knew exactly how to help each individual student learn faster and more efficiently, and have fun doing it. I couldn’t have been happier to have her as my instructor this past semester. Swimming had always been a scary thought and with her help, it became possible quick easily and quickly.
• is a very encouraging, attentive and fun instructor. She made my beginner swim class as least stressful as possible, in fact, I looked forward to her classes every week. Her approachable demeanor and intuitive instructions were essential at helping me learn to swim, as well as boosting my confidence in my abilities. I look forward to swimming on weekends and am enrolled in conditioning swim class next semester.