Virginia Tech Board of Visitors approves on-campus residential housing and athletic facility improvements

By Megan Reese, politics and government reporter

On Thursday, Feb. 5, the Virginia Tech Board of Visitors met virtually for a special meeting to discuss improvement and funding plans made to the Beamer-Lawson indoor practice facility and on-campus residential facilities. 

During the special meeting, two resolutions were discussed. The first was authorizing Virginia Tech to move forward with an $800,000 planning authorization, which is to make improvements to the Beamer-Lawson indoor practice facility. The second was authorizing planning funds and target timelines for several on-campus residential housing renovations, such as Slusher Hall, Pritchard Hall and Hoge Hall. Both plans were approved by the 13 board members in attendance unanimously.

“As a freshman I lived in Pritchard, and I think renovating should definitely be a priority for this school. Not only is there no air conditioning, but the bathrooms need a little love and the carpet in Pritchard needs to go,” said junior Virginia Tech student Leila Sarkarzadeh.

An entryway to Pritchard Hall, a residence hall on Virginia Tech’s campus.

 Photo taken by Megan Reese.

A full view of Slusher Hall, a residence hall on Virginia Tech’s campus. Photo taken by Megan Reese.

Many students complain of the lack of air conditioning in those residential halls during the hotter months, and the university is prioritizing that in the renovations. The renovation goals include heating, ventilation and air conditioning, as well as environmental quality, addressing modern program needs and safety needs. 

Virginia Tech made an effort to better understand students’ needs and priorities by bringing in Brailsford and Dunleavy, a consulting company, to meet with students. The board also has an undergraduate student representative that conveys those needs. This person is a non-voting member, but still contributes to conversations, giving students a voice. There are four other non-voting members, the staff, faculty, administrative/professional faculty, and graduate student representatives. 

“I sat in on one of [the Brailsford and Dunleavy] meetings as an RA, and I sat in on it as a student leader, and then I met with them in my capacity as the representative,” said Thomas Feely, the undergraduate student representative. “So I think they tried to cover their bases quite well. Emails went out to all of the residents saying, if you want to be part of a focus group, they’re meeting today for this.”

Amy Sebring, Virginia Tech’s vice president and chief operating officer, explained the plans in immense detail during her presentation. There was a refresher on all of the plans that were previously discussed, the renovations’ financial impact and a preliminary housing framework scenario discussing enrollment growth. 

Slusher Hall was built in 1972 and the target construction start date will be summer of 2028. The proposed planning authorization is $6.5 million. Hoge Hall is the next building to start construction, with a target start date of the summer of 2030. It was built in 1966 and the proposed planning authorization is $9 million. The last building in this plan is Pritchard Hall, built in 1967, with the first phase of construction planning to begin in summer of 2032 and phase two in summer of 2034. The proposed planning authorization is $12 million. 

The plan also noted that residential rates will increase with inflation and the renovations. The plan states “by 2032, to cover project costs, residential rates would need to increase by 4.2% per annum. By 2032 this would equate to 25.2% or $2,326, which equals a bed rate of $11,576.”

Annual increase needed to cover project costs is 4.2% and the annual increase projected to cover inflation is 3%, which combines to 7.2%. However bed rates are different based on the category. There is non air-conditioned multiple occupancy, air-conditioned multiple occupancy, and air-conditioned single occupancy. The new bed rate will apply based on the category. 

“That 7% is being applied per category. The reason why I think this is reasonable is because we’re behind. We have a lot of deferred maintenance on these facilities,” said Feely. “3% goes to inflation and then the 4% is for the cost of renovations, which it’s tough to argue with 4%. To me it seems like a pretty good deal.” 

Although the on-campus residential resolution was the bigger proposition of the meeting, the indoor practice plans were approved as well. The plan notes, “a conditioned interior practice environment is critical to remain competitive with other Atlantic Coast Conference and NCAA Division I athletics programs.” 

Beamer-Lawson indoor practice facility. Photo taken by Megan Reese.

The board recently made headlines for approving a $229 million plan to invest in athletics for the next four years. This plan aligns with the need to be competitive with other Division I athletic programs. 

Feely noted that although there may be concern about more money going towards athletics, that this plan is funded by athletics auxiliary revenues, like ticket sales, which is money that the athletics department already has. 

The next board of Visitors meeting is planned for April 13-14. 

How Tarzan Lifts balances college and the dream of becoming a full-time fitness influencer

By Owyn Dawyot, Health and Wellness Reporter

Caleb Grider, also known as Tarzan Lifts, practices bodybuilding poses after finishing a lift – Shot with iPhone 15
Caleb Grider, also known as Tarzan Lifts, practices bodybuilding poses after finishing a lift – Shot with iPhone 15

Caleb Grider, better known as “Tarzan Lifts”, is a bodybuilding YouTuber known for throwing around monstrous weights and making fun, educational videos for those interested in fitness. However, something most don’t know about Grider is that he is also a junior at Virginia Tech, studying Marketing, something he hopes will aid the development of his social media presence while promoting his own personal brand.

Grider’s journey of becoming an influencer began as a young teen. “I started going to the gym at 13 and would watch all these YouTube videos of different influencers, getting all the information I could,” Grider stated, referring to what first piqued his interest in creating content.

Years later, during his senior year of high school, Grider’s physique had grown considerably, similar to his dark, jet-black hair, catching the attention of many friends and family members. “It was all these external forces that were pushing me to do it (start posting), and I finally bought a camera my freshman year of college,” Grider said when describing what eventually pushed him to start posting.

What struggles or “roadblocks” have you hit along the way since first starting to post on YouTube?

Grider talked about a big struggle he’s faced since first posting on YouTube: how his peers perceive him. “People do perceive you differently if you post online,” Grider stated.

Grider followed by saying he tries focusing on only valuing the opinions of his “inner circle”, which are the people closest to him who originally told him to start posting in the first place and who know his true, genuine character.

“Is it out of the ordinary, yes”, Grider acknowledged, “but at the end of the day, it’s something that I want to do, so it doesn’t really matter,” Grider said regarding posting videos online. This is a very positive mindset that’s kept him equally motivated and confident, and helps him combat the fear of judgment, something he admittedly is still in the process of perfecting.

Do you feel like your time at Virginia Tech as a Marketing Major has contributed to the success you’ve had posting videos on YouTube and social media? If so, how?

“I’m more aware of algorithms and statistical click-through rates, and it’s opened my eyes to different analytics; it’s just taught in a different way,” Grider said. “Then I take it and apply it to the business that I have (Tarzan Lifts).”

Grider went on to reference a Digital Marketing class that he is currently enrolled in at Virginia Tech and really enjoys.

What life lessons have posting fitness content online helped you learn?

Grider described the biggest life lesson he’s taken away from posting fitness content is delayed gratitude, stating that many online creators expect instant results when they first start posting and get discouraged when their content doesn’t perform well immediately.

Admittedly, Grider said that his videos when he first started making online content weren’t the best quality, and it wasn’t until recently that he felt the content he was making was genuinely good. Grider further elaborated, stating that he has failed many times while attempting to create content viewers will find engaging, but when he fails, he fails forward.

“I use my YouTube videos like compound interest,” Grider stated. “Every single good video that I produce could just get 100 views, but once one pops, I’ll have 20 or 30 good videos for people to watch.”

Do you ever struggle finding the right balance between schoolwork and posting on social media?

Grider stated that this has been a constant struggle every semester throughout his college career. “Whether it is school or YouTube, trying to always find the time to get everything done is definitely difficult,” Grider stated, claiming that sometimes school will have to take a back seat to YouTube, and vice versa.

Grider expanded on this by saying that time management is something he is actively working on, and sometimes he will take what he calls a “personal day”, away from school and YouTube, because both require a lot of creativity, which can be immensely draining at times.

What are some things, or people, that motivate you to keep improving and growing your platform each day?

Grider described his older brother Tim, a 25-year-old airline captain, as the person who has most motivated him to continue growing and improving each day by modeling the values of discipline and consistency, which Grider has adopted in his own life.

“If you want your dream, go out and get it,” Grider said. “It’s not a dream if it’s not crazy, and if people don’t literally say, ‘What are you doing?’”

Grider attested that Tim has been someone whom he has looked up to because he followed his dream of becoming an airline captain and has been fully supportive of Grider while pursuing his dream of becoming a full-time influencer.

What is the most rewarding thing for you personally that has come from posting on YouTube?

“The personal interactions I’ve had when people have told me that I’ve made a positive impact on their lives,” Grider said.

“I want to have an impact on this world in a positive way, and if I can impact one person from one video, then I’ve won,” Grider said, referencing that the interactions he’s had with supporters have been the most rewarding thing to come from posting.

Grider followed, stating that his “why” behind posting content was having an impact on this world in a positive way, either through education from his videos or entertainment.

As job uncertainty grows, Virginia Tech Advisor helps students find direction

By Diego Canales, education reporter

Students who are graduating college are marked with economic uncertainty and increasing competition within multiple career paths. 

At Virginia Tech, students are navigating a competitive job market while trying to apply their experiences and skills into careers with purpose. The challenge is not lacking skills, but understanding how to apply those skills. 

The work field has shifted into making hiring decisions more selective which starts questioning if students’ coursework, experiences, and involvement with the campus gets them the job they want. It has been widely known that students are not getting jobs lately in this economy.

Academic advisors play an important role in helping students find the right place to fit. In an interview with Chelsey Hancock, an academic advisor at Virginia Tech’s School of Communication, Hancock discussed the challenges students face and how her advising helps students’ better position themselves after college.

Her comments were edited for length and clarity.

What challenges do students face when preparing for careers during their college?

One of the biggest challenges I see is that students often feel unqualified for jobs they are interested in. Many students underestimate the skills they gain through their coursework. 

For example, a student with a communication degree is a versatile degree, which means it can apply to many different career paths; however, this flexibility can also make it harder for students to see a clear direction. 

I frequently remind students that writing, public speaking, teamwork, and critical thinking are valuable skills across industries, even if a job title does not explicitly mention “communication.” Still try to apply for that job even if it is not your strong suit, everything in the workforce relates to Communication. 

How do advisors help students recognize their transferable skills?

Encouraging students to reflect on what they are already doing in their classes. 

Presentations, group projects, research assignments, and written work all help students build professional communication skills. Even with the least experience the work done in coursework goes a long way for students.  

Advisors work with students to identify these strengths and show them how to describe those skills in resumes, cover letters, and interviews. Understanding how classroom experiences translate to workplace expectations is a major part of advising students.

How has the economy changed the way advisors guide students?

The current economy has made the job search more competitive in many fields.

Instead of relying on a single job board, students are encouraged to research specific companies, attend career fairs, and explore multiple platforms. 

I stress that in today’s market, opportunities often require persistence and proactive searching rather than waiting for postings to appear.

Why are communication skills important in the current economic job market?

Communication skills are essential in nearly every profession. Employers want to know that candidates can write professional emails, speak clearly, and collaborate with others. 

Even in positions that do not involve public-facing communication, employees must still work with teammates and supervisors. I emphasize that strong communication skills are not optional—they are foundational to workplace success.

How should students approach job postings when they don’t meet every qualification?

I often tell students not to disqualify themselves too quickly. Job postings frequently describe an ideal candidate rather than a required one. 

If a student lacks experience in one area, they should be honest about it while highlighting the skills they do have. I would recommend focusing on strengths, related experience, and a willingness to learn rather than fixating on missing qualifications.

What networking strategies do advisors recommend for students?

Networking begins with simply putting yourself out there. We encourage students to attend career fairs, networking events, and information sessions, even if they feel nervous. 

Introducing yourself, asking questions, and engaging in conversation are all forms of networking. I also recommend meeting with career professionals on campus who can help students prepare for these interactions.

How should students handle career fairs when recruiters seem disengaged?

I suggest that students take the initiative by asking specific questions. Instead of ending the conversation when a recruiter mentions an online application, students can ask what skills the company values most or what makes a candidate stand out. These questions can help students gain insight into employer expectations and leave a stronger impression.

What role do campus resources play in career preparation?

Campus resources are essential for career development. Career and professional development offices assist students with resume writing, interview preparation, and identifying internships and job opportunities. 

I encourage communication students to use these services early and often, rather than waiting until senior year. Utilizing these resources can help students feel more prepared and confident throughout their academic journey.

What habits do employers value most in communication with students?

In addition to communication skills, employers highly value time management. Being able to balance responsibilities, meet deadlines, and stay organized is critical in most workplaces. 

It’s understandable that students develop these habits throughout college as they juggle coursework, jobs, and extracurricular activities. Demonstrating strong time-management skills can help students stand out to employers.

How should students deal with rejection during the job search?

Rejection is a normal part of the job search process. The constant reminder to students is that not receiving an offer does not mean they are incapable or unqualified. 

Sometimes another candidate is simply a better fit for the role. Each interview provides experience that students can apply to future opportunities. I encourage students to view rejection as a learning experience rather than a setback.

Do you have anything you would like to add?

One resource I would encourage students to explore is Steppingblocks, a career tool that shows where alumni have gone, what industries they are working in, and how students’ majors connect to different career paths. It is still fairly new, but it provides useful data on job outcomes and career trends that students often ask about. I am beginning to introduce it more by Career and Professional Development at Virginia Tech because it helps answer questions about where graduates are going and what the job market looks like, especially for students who are unsure of their next steps. 

How RAs Raise Awareness of Sexual Assault Resources at Virginia Tech 

By Alexis Edwards, crime, safety & justice reporter

Resident advisors (RA’s) are many times the first people students talk to when they have concerns about sexual assault, or personal safety on Virginia Tech’s campus. Throughout the school year, RAs live in residence halls with the students.

At Virginia Tech, sexual assault awareness can be seen in multiple campus organizations including the Virginia Tech Police Department, Title IX, The Women’s Center, and residential life staff. Resident advisors play a huge role in these situations because of their close connection to the students. Since they live in the dorms, RAs can have more comfortable conversations about safety, consent, and reporting sexual assault with the students. So, if a student is not okay with talking to police, their first option can be their resident advisor, someone who is closer to their age, and more familiar. 

Brendan Roeting, a resident advisor at Virginia Tech, has been in the role for the past three years and is now a well-being RA in East Ambler Johnston Hall. As a well-being RA, he is mainly focused on student safety, education, and support. In this interview, Roeting talked about how RAs are trained to spread awareness about sexual assault resources, how students usually reach out for help, and some of the most common misunderstandings students have about reporting and support services. 

Brendan Roeting, a resident advisor at Virginia Tech, making his rounds in East Ambler Johnston Hall 

Can you describe your role as an RA and the training that you receive related to late-night safety and sexual assault awareness in the dorms? 

Every resident advisor goes through training on sexual assault awareness and Title IX policies at the beginning of the academic year, said Roeting.  

Before the fall semester starts, RAs go through a full week of training, and have multiple days focused on Title IX and how to respond to sexual assault situations and support students if they report a sexual assault. 

Roeting said this training has many different exercises that help RAs practice how to handle situations that happen in the dorms a lot, especially when a student comes to them looking for help regarding a sexual assault. 

“We go through scenarios of how we’re supposed to react as RAs and what we can do for the person who asks for help,” Roeting said. “It’s really about knowing how to respond in a way that supports the student and puts them in contact with the right resources.” 

How do RAs help spread awareness about sexual assault resources within residence halls and on campus? 

Roeting said that well-being RAs play a huge role in spreading awareness through holding events that make it easy for students to participate in, rather than giving them a presentation that is intimidating. These events are designed to create comfortable environments where students can talk about safety topics without feeling overwhelmed by the subject they’re talking about. 

“The events we host can be anything. Sometimes we play video games, watch a movie, cook something, but they always have a well-being and awareness theme that goes with them,” Roeting said. “One of those themes is Title IX protection and speaking out.” 

Some events focus on sexual health resources, such as where students are educated where to get condoms on campus, and learn about consent, while also teaching what steps to take if an experience was not consensual. Roeting said the goal is to mix safety awareness into everyday life rather than showing it as something negative or something to be scared of. 

“Just making the entire college experience safe for them is really important to us,” he said. 

What kinds of questions or concerns do students most often bring to you regarding safety or reporting? 

According to Roeting, the most common concern students express when approaching an RA is fear of getting in trouble. 

“The biggest question is usually, ‘Am I going to get in trouble?’ or ‘What’s going to happen to me if I tell you this?” he said. 

Roeting reassured that RAs are very transparent about their role as mandatory reporters. When conversations begin to involve sensitive information, RAs explain what mandatory reporting means to the student and what information may need to be shared with higher officials. 

“We tell our students that we don’t go around telling everyone their story or business,” Roeting said. “We only share information with our direct supervisors and the people who need to know in order to help if it’s needed in that moment.” 

In most situations, Roeting said students have full control over whether they want to pursue additional resources or legal action unless the situation is life-threatening or involves serious physical harm. Having these options, he said, reassures students who are scared to speak up for themselves that there’s multiple approaches to finding help. 

“It’s more voluntary than forcing someone to do something,” he said. 

How do RAs connect students with campus resources like VT Police, Title IX, or The Women’s Center? 

Roeting said RAs connect students with campus resources both through educational programming and individual support when needed. One example he highlighted was self-defense training events hosted with a campus partner. 

“I’ve done self-defense training events where students could practice techniques and also ask questions,” Roeting said. “They were able to ask things like what’s legal and what’s not legal in terms of self-defense. Which in my opinion is very helpful” 

These events also allow students to interact directly with campus resources in a setting that isn’t scary or demanding. It makes the services feel more approachable for students. In addition to programming, RAs also turn to a resource binder that outlines available support services for a variety of situations, not just sexual assault. 

“If a student comes to me and says, ‘I need help with this situation’, we can walk through together which resources can help them,” Roeting said. “It gives us the opportunity to help their situation without overwhelming them and scaring them out of reporting what happened to them.” 

What do you wish more students understood about the resources available to them on campus? 

Roeting said one of the most common misconceptions within the students is that sexual assault resources are only available to women. 

“Title IX applies to everyone,” he said. “It doesn’t matter if you’re male or female. Everyone has equal protections and equal access to help.” 

He talked about CARE a program housed within the Women’s Center, as an example of a resource that serves all students, despite its name only saying “Women”. 

“The name can be misleading for some students, I even tried to get it changed,” Roeting said. “But the resources are always there for anyone who needs them.” 

Roeting really pushed that sexual assault, and Title IX-related concerns can affect anyone and that no student should feel excluded from seeking help because of their gender and identity. 

“If someone wants help, they should be able to seek the help they need,” he said. “Everyone deserves support.” 

Helping good music live on: Geoff White on music of the Civil War

By Kailey Watson, Arts, Culture and Sports reporter

Geoff White, musician and historian. (Courtesy of Geoff White)

Geoff White is a lifelong musician whose talents found their calling in Civil War-era music. Through reenactment events and lectures, White shares tunes of the time with all who will come to listen.

After moving to Virginia in 2007, he and his wife began participating in civil war reenactments. White brought his fiddle, and his journey began by wanting to have more songs to play around the campfire. He would later receive a Bachelor’s in History in 2013 from Radford University, where he was employed, and worked on studies dealing with music from the Civil War. From there, White began performing combined concerts and lectures from battlefields to retirement homes. 

The following questions and answers were edited slightly for length and clarity.

How do you find the Civil War-era songs that you’re playing?

The Civil War was a unique period in history because so many of the people who fought it from the bottom up, the privates and the rankers, were literate. So we had this explosion of literacy, people being able to write letters and diaries and accounts, but you also have that same thing with musical literacy. Music was much more for the masses, and not just passed down through the oral tradition. 

As far as what we call Parlor Music, a lot of that is readily available. Another avenue would be the music that was printed and distributed to the musicians who were in the army. You also had people going around documenting and recording what musicians were playing. In some cases, it can be very difficult to find just how old this tune is or how new this tune is. 

There’s also another avenue, which would be during the Depression. The Works Progress Administration went around to people who were former slaves and said, we need to document what these people have to say about the lives they led before nobody is alive who remembers it at all. They’re what we call the slave narratives. 

In some cases, they also had people singing songs that they actually recorded with a tape recorder. They were very, very young when these things were happening. But at least they have primary sources.

Have you noticed any difference in being able to find music from one side or the other? 

No, I don’t think there’s any sort of difficulty on one side or the other. There’s plenty available on both sides, or neutral. Just songs that both sides enjoyed, because when it comes down to it, it’s Americans fighting Americans.

As far as picking and choosing, I try to present songs from both sides of the war. Not to express any sort of bias or sentiment towards one side or the other, but to put it in a historical context. 

What were these songs typically about?

It could be about anything, because these soldiers were people. They were normal, common people. 

Sometimes they’re singing about battles. There was an old song called “The Mockingbird,” where the soldiers repurposed it to be about the siege of Vicksburg, and they’re talking about the parrot shells whistling through the air. 

There are a lot of songs about food. I mean, it’s fundamental for existence, right? So why not sing about food? You had songs about the beans that they ate, or about goober peas.

There’s love, like Lorena, a song about a lost love.

I thought about this a lot when the pandemic happened. There was this sentiment that I heard over and over again. It was, “when this is over.” When the pandemic’s over. There was a refrain and a civil war song, “when this cruel war is over, when this war is over,” there’s always this, let’s just get past this. So there was a sentiment that I’ve seen and sort of experienced when we went through this life-changing, traumatic event of the pandemic.  

They were looking back or saying, this sucks. We want to look ahead. You know, to win, so all this crap is done. 

It was a very hyperbolic time. It was a time when people spoke and wrote very passionately about what they were experiencing. So you see that reflected in a lot of the media and in the books and the literature and, of course, the music. You know, they were wax poetic in a way that we don’t do exactly right now about anything and everything under the sun.

For your lectures and events, do you speak solely about the history of the songs, or do you also include general history?

I’m talking about the history of the song, but in some cases, the song has a story to tell beyond just who wrote it, when it was about and what was happening in the world. 

I do a tune called the Spanish Waltz, which you might have heard at West Point. The education for these up-and-coming officers was not just to be an officer. These men were expected to move through the higher echelons of society without embarrassing themselves, their unit and the US Army. They were trained how to eat properly at a formal dinner. How to dance properly. 

There might be a problem that you foresee when you have a single sex school. How do you teach the men to dance? Well, half the men have to wear an armband, so they learned the ladies’ part of the dance. And so that’s an interesting way of thinking about what it would have looked like then at the US Military Academy. I use the Spanish Waltz as a way of talking about that. Now I’m going to play the Spanish Waltz, and you can let your imagination run wild.

What is the importance of keeping the music of this time alive?

My first response is, just because it’s good music. I don’t want to see that die on the vine. These songs and these musicians deserve to be remembered in some way. 

Another thing is that when we learn about the Civil War in a very immersive environment, like a reenactment, one of the things that helps contribute is hearing the music. That can help transport you back in time, just like going to the symphony and hearing Beethoven’s Ninth Symphony can transport you back to when people were listening to that kind of music. 

It’s one thing to read about history. It’s another thing to smell history right at a reenactment, and holy cow, well, you smell history. You can taste history. You can hear history when talking about the music. So that’s my stock and trade, hearing history. 

How data quietly shapes decisions across Virginia Tech athletics

By Andrew Honaker, Arts, Culture and Sports reporter

Scott Wise, Manager of Data and Analytics for Virginia Tech athletics

Data analytics has become a behind the scenes driver of decision making within Virginia Tech Athletics, influencing everything from ticket pricing to in game strategy as the department navigates a rapidly changing college sports landscape.

As financial pressures increase and competitive margins shrink, athletic departments across the country are turning to analytics for clarity. At Virginia Tech, that shift has expanded the role of data beyond performance metrics, embedding it into business strategy, fan engagement, and long term planning.

Scott Wise, who works with athletic leadership on data and analytics initiatives, helps translate complex information into practical decisions for administrators and coaches. In an interview, Wise explained how analytics is currently used across the department, the misconceptions surrounding sports data, and where he sees its future impact. His responses were edited for clarity and length.


How would you describe your role in data and analytics within Virginia Tech Athletics?

We’re fortunate to have leadership that genuinely wants to use data to make better decisions. Whether it’s data science or analytics, they want information that helps them choose the best path forward rather than relying solely on instinct.

A large part of my role focuses on pricing studies, revenue projections, and budgeting. Those areas are where analytics can have immediate impact. We’ve been able to evaluate pricing across all sports to better understand demand, maximize revenue, and still consider the fan experience.

What’s made this effective is trust. Leadership wants to make informed decisions, and they’re willing to act on the data we provide. That allows analytics to actually shape outcomes instead of just supporting decisions that have already been made.


How is data analytics currently being used within Virginia Tech athletic programs?

On the team side, softball is a strong example. They have a very forward thinking staff that constantly looks for ways to improve, even by small margins. When you’re one game away from the College World Series, those details matter.

We’ve analyzed several years of historical data to identify what has led to success and what hasn’t. From there, we model potential outcomes to help guide in game strategy. That includes decisions like whether to steal, bunt, adjust the batting order, or choose a specific pitcher in a given situation.

What makes that partnership effective is buy in. Not every program is willing to adapt based on analytics, but softball has embraced it, which allows data to become a competitive advantage rather than just background information.


What is one way analytics influences decisions that fans would never expect?

Pricing decisions are a big one. Fans sometimes think prices are raised randomly or without regard for their experience, but that’s rarely the case.

We analyze household income, discretionary spending, demand trends, and how different segments of fans behave. The goal is to balance financial sustainability with accessibility. While we do need to generate revenue to operate, we also can’t ignore how fans respond to pricing changes.

It’s never as simple as increasing prices because a game sold out the previous year. Every decision requires weighing multiple variables and understanding the potential consequences.


How do you make analytics useful for coaches instead of overwhelming them?

Coaches can get overwhelmed quickly if they’re given too much information. The key is simplifying the output while maintaining strong analysis behind the scenes.

Some staffs are excellent at blending analytics with qualitative insight, like how a player looks physically or how an opponent is reacting in real time. Others struggle if they’re presented with too many numbers.

What’s been most effective is narrowing things down to one or two metrics that resonate with them and presenting those visually, often through dashboards. That allows coaches to make decisions without feeling buried by data.


What types of data are most valuable to the department right now?

Consumer analysis is one of the most valuable areas right now. We’re focused on understanding who attends games, who doesn’t, and why.

With changes in college athletics and new leadership in football, there’s excitement, but excitement alone doesn’t guarantee attendance. Data helps identify fans who haven’t traditionally come out and determine how to re-engage them.

Understanding fan behavior has become just as important as understanding what happens on the field.


How has the role of analytics in college athletics changed in recent years?

It’s changed dramatically. When I first started, only a handful of schools had dedicated analytics roles. Now, departments across the country are creating positions focused on data science and analytics.

That shift is driven by necessity. Every dollar is under more scrutiny than ever before, and departments need to justify decisions with evidence. Analytics helps ensure resources are allocated responsibly and strategically.

Data driven decision making is no longer optional, it’s becoming standard.


What misconceptions about sports analytics do you encounter most often?

A common misconception is that probability equals certainty. If a model shows a 51 percent chance of something happening, people assume that outcome is guaranteed, which isn’t true.

Analytics doesn’t predict the future. It provides information about what is likely to happen. The value comes from using that information to adjust strategy and reduce risk, not from assuming outcomes are predetermined.

Understanding that difference is critical for applying analytics correctly.


How do you measure whether analytics is actually making a difference?

Tracking impact is essential. Financially, that can be straightforward. If we conduct a pricing study, implement recommendations, and see increased revenue the following year, that’s a clear indicator.

The same approach applies to attendance or performance metrics. It’s about defining expected outcomes and comparing them to actual results. Being able to show that connection helps demonstrate the value of analytics.


What challenges come with implementing analytics at the Power Four level?

Buying in remains the biggest challenge. Some people in college athletics don’t trust data or believe it can’t account for real world situations.

That’s not accurate. We can incorporate both quantitative and qualitative factors into models. The challenge is getting people comfortable using analytics as part of their decision making process.

Fortunately, Virginia Tech’s leadership is forward thinking, which puts us in a strong position compared to many programs.


Looking ahead, where do you see analytics having the biggest impact at Virginia Tech?

The biggest opportunity is integrating business data with performance data. That alignment is rare in college athletics, but it’s where analytics can be most powerful.

If we can evaluate everything from ticket sales and fundraising to on field performance within a unified framework, we can make smarter decisions across the entire department. That’s where I see Virginia Tech continuing to grow.

How Southwest Virginia residents should prepare for tax filing season with changes in policy and impact

By Megan Reese, politics and government reporter

Photo courtesy of Dr. Michelle Harding

According to Benjamin Franklin, there are two things certain in life: death and taxes. Because of that, it is important to understand what you are paying and why you are paying it.

Jan. 26 marked the first day of tax filing season for Americans, and this time of year can be extremely stressful and confusing. Each year there are new laws and regulations put into place by Congress, and most people don’t have the time to fully understand what they mean. 

U.S. Rep. Morgan Griffith, R-Va., of Virginia’s 9th District, recently wrote an article for NRVNews.com explaining how the new reconciliation package, called the “Working Families Tax Cuts,” could affect Southwest Virginia.

I spoke with Dr. Michelle Harding to discuss the basics of tax filing season, understand the new policies and how they will impact the local residents. Harding is a licensed certified public accountant specializing in taxation, and she joined the Pamplin College of Business in 2017 to teach the next generation of accounting professionals. 

Harding’s comments were edited slightly for length and clarity purposes.

Can you give a quick summary of what tax filing season is?

Every year, people who have an income have to file a tax return. There’s some requirements where if your income’s below a certain level, you may not be required to file a tax return. But, if you have wage income, that means your employer has likely already deducted taxes. So, even if you’re not required to file a tax return, you should anyway in order to get a refund of those taxes that you’ve already paid. 

What we typically think of as tax filing season is that employers are required to give their employees a W-2 form, which is their annual wage report for all the income they’ve earned over the last year, by Jan. 31. Basically, tax season is the time when you receive that W-2 wage report from your employer, until the April 15th filing deadline. 

What is your overall main advice to young people and families going through this tax season?

When you get a W-2, 1099 form or your annual bank interest statement, those businesses are sending you a copy, but they’re also sending the IRS a copy. It’s really important that you pay attention and make sure you include all of your sources of income in your tax return. 

Often people are just intimidated by taxes, it seems overwhelming and daunting. For people whose primary source of income is their paycheck, they absolutely should not be intimidated by this process because their W-2 is the main piece of information they need to file their tax return. Most Americans will actually receive a refund. So yeah, that’s good news. 

There are also free tax filing services available. The IRS has on their website, it’s called IRS Free File. If your adjusted gross income is less than $89,000, then there is this online service that’s free for you to file your taxes. Also, the New River Valley Community Action Group sponsors VITA, which is Volunteer Income Tax Assistance. I definitely encourage people to take advantage of those resources.

Every year we see changes in tax policy, which directly impacts taxpayers. Can you explain, in plain terms, what the “Working Families Tax Cuts” are designed to do?

Tax deductions are rules that Congress passes. That’s another misconception. People blame the IRS, but Congress passes tax laws, and the IRS is responsible for enforcement of those tax laws. Every year Congress decides how much each taxpayer is allowed to deduct. So, every taxpayer gets a standard deduction, and that standard deduction reduces the amount of your income that you have to pay taxes on. It is a flat amount that everyone gets based on their filing status. 

The first change under these “Working Families Tax Cuts” is that the amounts increased a little bit more than they usually do from year to year. That’s Congress saying, we’re allowing you to pay taxes on less of your income. 

Then we get into some other very specific targeted tax deductions. For taxpayers that are 65 and older and have other sources of income, they get an extra $4,000 of standard deduction. 

Also, qualified tip income. This is going to benefit people who work in service industries where a lot of their income is from tips. You’re able to exclude up to $25,000 as a single person. But if you’re married filing jointly, up to $50,000 of your income. That can be quite meaningful to people who get a lot of their income from tips.

There is also a new deduction for qualified overtime compensation. People who are paid on an hourly basis, if you work more than 40 hours a week, you’re entitled to overtime.

Based on what we know, how might these tax cuts affect working families in Southwest Virginia or the NRV specifically?

So if you qualify for these taxes; if you have tip income, if you have overtime income or if you’re 65 or older, these things will benefit you. But if I am a salary worker, for example, let’s talk about Virginia Tech. An administrative assistant may make $30,000 a year. So they have no tip income and they have no overtime income because they’re a salary employee. So, none of those deductions will benefit them. Now, everyone having the higher standard deduction will likely provide some tax relief. That effect is likely between $100 and $200 if your income is around the national salary average of $62,000, which again, more tax saving is always better. 

Would this policy meaningfully change the tax filing experience? Would filing taxes become simpler, more complicated, or mostly unchanged?

It’s definitely not becoming simpler. Because as I described those tax deductions, there are a lot of if-then statements. So what will I advise them? Number one, don’t be intimidated by the process, especially if your income is primarily a W-2 and then you have some interest from your savings account. That’s a very straightforward tax return. If you know how to use a computer and the internet, using one of the free online tax filing resources, should be a really straightforward experience. So don’t be intimidated by it because the tax software walks you through the process. 

How weather, transit and safety shape Virginia Tech’s closure decisions 

Michaela Scott, crime, safety, and justice reporter 

Photo courtesy of VT Emergency Management homepage. Executive Director of VT Emergency Management Andrew Marinik shares a look inside Virginia Tech’s winter weather calls. 

As winter weather progresses in the New River Valley and winter storm challenges arise, executive director of Virginia Tech Emergency Management, Andrew Marinik speaks to the critical safety measures and response initiatives overseen by his office.  

Over the past two weeks, Virginia Tech has reduced operations three times due to the major East Coast storm. As executive director, Marinik’s responsibilities include setting direction, leading the office, and prioritizing safety on campus and across Blacksburg. 

[This story was slightly edited for length and clarity] 

When a major winter storm is forecasted, what does the decision-making process actually look like from the first weather alert to a campus-wide decision? 

Much of what emergency management does is coordination. We don’t shovel the snow. 

We are coordinating across different groups to make sure that we can minimize the impact to the extent we can. Weather is not reliable outside of 48-72 hours at best. The balance of what we do is making people aware there’s the possibility of something. 

When something like winter weather comes in, we’re looking at transportation networks. We’re looking at our ability to feed, educate, keep the power on, and make sure that we have public safety assets in place. We can’t cancel emergencies. So even if we’re going to reduce operations today for classes, we still have to make sure to the extent that we possibly can that fire trucks, ambulances and police cars can get around campus.  

You’ve been at Virginia Tech since 2007. Can you walk me through a past winter storm that was particularly challenging for the university? 

I will say this past weekend was challenging for a couple of reasons. The past weekend’s forecasts were all over the place. At one point, it said 36 inches. Thirty-six inches would be a serious problem for us in a weekend.  

Another one that comes to mind is in 2009. It was during commencement and we bring in tons of people along I-81 and 460, and the snow just dumps.  

And it got so bad in that storm that cars just got parked on I-81 and people walked into Christiansburg. They gave up on their car, couldn’t move, and were freezing, so they walked into town looking for help.  

Commencement, athletics events and stuff that has a bigger audience are much harder to delay or relocate.  

You can’t take a basketball game with an ESPN contract and be like, we’ll do it next week. 
It just doesn’t work that way. For commencement, we can’t just be like, I know your family flew in from Oklahoma. We’re going to do this again next week because it’s bad weather.  

Those add some extra challenges to the process.  

What preparations are happening on campus before most students even realize a storm is coming? How is your team specifically planning for the uncertainty? 

We start with what we call SITREPs, which is just an old military term for situation reports. We’ll do weather briefings if nothing’s actually happened yet, because all we’re really saying is, here’s what we’re expecting to happen.  

We start getting everybody to think about it. The different organizational operational people, Facilities on campus, also monitor the weather all the time because they’re responsible for all buildings and grounds. We wrap everybody into the same call or email. 

The snow emergency route is part of our preparation. If you look at a map of the snow emergency route, you’ll see that it largely brings us around residence halls, so that if there’s a fire, EMS, law enforcement emergency, we’re prioritizing the ability for those emergency services to get to those buildings, and to get to where our people are.  

We try to give everybody time to react. And then the messaging itself takes a while to try and craft each individual word to have the meaning you want it to have. 

I know that a lot of students often ask why decisions aren’t made earlier – what goes into determining the timing of alerts and announcements?  

The timing is often the nature of the storm. When we make a decision on that, it’s a safety decision, primarily.
 

We also incorporate if Blacksburg Transit is able to operate. Lots of people use Blacksburg Transit. If the BT says, ‘we’re not going to be operating,’ it makes it difficult.  

I don’t know if you noticed this morning, (Jan. 29) we were notified very late, that Blacksburg Transit had an issue with a bunch of their buses, and so very late in the morning, they said, ‘we’re not running a full schedule.’ I’m sure that was impactful. 

We tried to scramble and get a message out really quickly for as many people as we could within a few minutes of getting notified about that, in hopes people would realize it. 

We have a conversation, a recommendation is made, and then senior leadership makes the ultimate decision on whether we’re open or closed.  

After a major storm, how does your team evaluate what worked and what needs improvement? 

That’s a very common thing for our office. Emergency management has its own processes and cadences.  

We document a lot, keep track, and write SITREPs. We’re documenting who’s doing what and what they’re doing and what kind of issues we’ve had, and have we had accidents or have we had slip and falls on campus?  

And then we try to use that to help us improve our process. We put a huge emphasis on continuous improvement. Nobody is perfect. We can always do better.  

The idea is to try and do the absolute best you can and then find any opportunities to do better moving forward.  

Is there anything that we or haven’t discussed that you would like to touch on before we wrap up this call? 

One of the things that we’re always looking for is to try and engage the students on taking more ownership of their safety, security, surroundings, like checking the weather every day and building that habit. 

Our hope, our dream, if you will, is that every Hokie, when they graduate, has these really good preparedness habits built in, and that they go off to wherever they work, and everyone’s like, ‘man, you guys are always so prepared.’  

We would love for that to be one of the cultural norms of Virginia Tech, that these students leave here fully prepared. 
 

How to create constructive conversations around disabilities

By: Emily Southern, science reporter

After President Trump’s recent claim linking Tylenol use during pregnancy to autism, public conversations about autism are increasing, but not always in a constructive way. 

Autism is a neurological developmental disability that affects millions, and the language we use matters. 

Featuring insight from Nathaniel Porter, a social data scientist at Virginia Tech and disability advocate, and Ashdon Sigmon, a mother and autism advocate, we explore why education, empathy, and curiosity are key to better conversations.