Shockers blast threes on Braves, roll to blowout victoryWichita State extended their winning streak against Bradley to 14 games. Manny De Los SantosManny De Los Santos Hang on for a minute...we're trying to find some more stories you might like. Bradley’s fresh and young rotation couldn’t meet Wichita State’s rotation of three-point shooting on Sunday. WSU started 2017 with 100 points — the second time Gregg Marshall’s rotation has hung triple-digits on an opponent this season. The last time WSU scored 100 against a MVC team was in 1988. “Today we looked like we’ve come a ways, but tomorrow is a new day. I’m not trying to wish anything bad on us,” Marshall said. “I just want to have a great 2017. “Today was a good start.” The Shockers ran to an early 10-0 lead three minutes into the game after back-to-back threes from sophomore forward Markis McDuffie and a pair of jumpers from junior forward Darral Willis, Jr. In the early going, guards Conner Frankamp, Austin Reaves and Landry Shamet would also catch fire from deep.

Junior forward Zach Brown also caught in on the three-point action, with his own. WSU eclipsed 50 points in the first half after Shamet put in a put-back two-point shot with half a second left on the game clock. Officials would call a foul sending Shamet to the line for a chance to complete an and-one three-point play. “We’ve got six guys who scored nine points or more,” Marshall said. “Generally, when we shared it the way we did today, something good happened.” Shamet swished the free throw, and WSU entered the half up 51-29. Bradley shot 45 percent from the floor in the first half, but lost the turnover battle with 16 turnovers, to WSU’s 6, after 20 minutes. In the second half, Reaves exploited an area the Braves left off the scouting report: the three-point line. Reaves further challenged the Braves by sinking four back-to-back three-pointers, pushing the Shockers up 30 points. Junior guard Daishon Smith also challenged the opening, sinking back-to-back threes of his own.

The Shockers would sink 13 three-pointers, for 45 percent from deep and 52 percent from the field.evoc cc backpack 6l WSU has improved their scoring from a year ago, scoring 80 or more points on nine outings — tying last seasons total record.goodway backpack coil cleaner “I think that everybody on the team, everybody who comes off the bench, is able to pick it up and not let the game flow go down, Junior forward Rauno Nurger said.goodway backpack coil cleaner The Shockers have lost one game under Gregg Marshall while scoring more than 80 points. They now hold a 68-1 record in this statistic. Shamet had a season-high six assists. Reaves surpassed his career-high in front of his family, scoring 14 points.

Reaves played with tenacity, with former one-on-one opponent, his brother Spencer who plays for the University of Central Missouri watching from the stands. “My brother told me before the game that he had 18, 8, and 6 last night. That’s not something I usually get, but he just rubs it in all the time,” Austin Reaves said. “It’s just good playing in front of your family anyway, seeing them come to most of the games at least. It’s just fun playing in front of your family.” Willis tied Shamet for scoring with 15. The Shockers ended with 25 assists; Marshall credits that to the team’s unselfishness. “They’re definitely unselfish,” Marshall said. “They don’t care who scores, they just want to win the game. “You can see the depth of our scoring.” Never Miss a Story Get The Post delivered directly to your inbox By clicking above you agree to our Terms of Use and Privacy Policy. The new year brought a new milestone in my life.

I graduated from Wayne State University, with a master’s degree in communications/journalism. That fact, possessing a Wayne State degree as an African-American student, makes me something of a rarity, as Bridge’s coverage of the struggles of African-American students at Wayne makes clear. As expected, my program was quite competitive and demanding, with top-notch professors guiding our way. Unlike what many may know of undergraduate programs, where specific courses are required, my master’s schedule did not impose general course requirements. Once one enters “post-grad” work, the focus is more concentrated.  Presumably, one becomes more invested in completing their program since he/she is in one’s chosen field of interest. This is not always the case with African-American undergraduate students at Wayne. Even though I attended the university as a graduate student, I was able to take a few high-level undergraduate courses with juniors and seniors who, for the most part, seemed focused on completing their degree.

While it was hard to tell how fellow classmates performed, on the outside looking in, many seemed well-prepared, on time with assignments and active in class participation. However, as the semester wore on, I noticed in one of these courses that the ranks were thinning. Though I do not know the exact reason for this, the class was demanding, which might have led to the attrition. Students who stopped coming may have felt overwhelmed by the class load and the professor’s expectations. At some point, I noticed that one student in particular, who sat next to me, no longer came to class. I was told she was asked to leave for plagiarism. Even though plagiarism is an obvious offense to professors and to people in the academic world, it is not always so obvious to some — especially to some inner-city students who never learned the skills of proper citation.  I do not know if this was the case for the student who was asked to leave, but plagiarism is just one example where certain undergraduate students and university expectations seem to clash.

University standards are high, but it seems incoming students from lower-performing Detroit area high schools do not necessarily know what to expect — or what is expected from them. Another incident that stands out to me, with regard to graduation rates, was when I was working on a story for a journalism class. The article centered on student procrastination and its consequences. I asked one student, who was surfing Facebook at the undergraduate library (UGL), about his study habits. He responded with the typical shoulder shrug and the classic “I don’t know.” Maybe he did not know. Maybe he did not care, or maybe he did not understand the correlation between school success and job success. While this student could not provide a straight answer, it stood out to me that he was on Facebook at a university computer. As I looked around, I noticed many of the students at computer tables were on similar social media sites. In addition, the library was noisy, in contradiction to what one expects from a library.

My experiences at the UGL are few because it was not a place conducive to my academic purpose. While the UGL offers invaluable resources, such as the writing center, scheduled group classes and enclosed study areas, for the most part, it serves as a place for social gathering — more like a student union. When I walked through, there always are students studying, but many others were on Facebook, playing games or participating in other social media. Without question, students need “down time,” but it would appear these students were not taking advantage of the resources before them. For many of us, graduate school is a way to pursue our passion on a deeper level and to carry out pertinent research within our chosen field. In many cases, graduate degrees open the door to better job opportunities, higher salaries. Growing up, I was fortunate enough to learn that education was essential.  here were no discussions about it; I knew that when I finished high school, I would go to college — and finish.

I grew up with doctors and other professionals, and a similar academic background was expected of me too. While WSU is a large, accredited, research university, it is also a commuter school — one that serves, in part, an inner-city population. Many Wayne students are first-generation college attendees who may not understand what is expected, which may speak to its low graduation rate as well. What divides those who earn degrees from those who do not is hard to say. I believe it is a combination of challenges, including the mind-set of the student. Some people are raised with the mind-set that, more often than not, education opens doors to opportunity.  Some grow up with role models to pattern their own lives after. With that mind-set in place, they start as freshmen and hit the ground running. On the other hand, those without family precedent and the skills needed to perform have much further to go. These students may have the drive and motivation, but lack the roadmap or support network.