This module addresses: –Downloading instructions for Tableau –Getting started tutorial with video –Building a basic COVID data chart with video and transcript –Using filters and calculations with video and transcript –Tutorial on Tableau calculations with video –Proper formatting of a filter bar in Tableau, video Links to additional Tableau Tutorials
Instructions for downloading Tableau Desktop
Download the latest version of Tableau Desktop and Tableau Prep Builder here
Click on the link above and select “Download Tableau Desktop” and “Download Tableau Prep Builder”. On the form, enter your school email address for Business E-mail and enter the name of your school for Organization.
Activate with your product key: TC7L-F1E2-1BB0-33F3-5B82
The download is for your personal computer. You will need to free up hard drive space and have sufficient memory.
In my experience, you need at least 15 gb free hard drive space and 4 gb ram – it will be slow but it will run with that.
Already have a copy of Tableau Desktop installed? Update your license in the application: Help menu → Manage Product Keys
Are your students new to Tableau? Share our free Data Analytics for University Students guide to help them get started.
Students can continue using Tableau after the class is over by individually requesting their own one-year license through the Tableau for Students program here.
Need help? Find answers to frequently asked questions here.
Build Your First Tableau Chart – Deaths by Counties
Build a basic Covid chart.
Covid Data to Jan 7
1) Use the master_file_jan7.csv
2) Create a folder on your computer for the semester: Data_Spring21.
Put all of your class assignments and data in that folder.
Piut master_file_jan7.csv in that folder
3) Tableau: Connect | To A File | Text file | master_file_jan7.csv
--this loads master_file_jan7.csv into Tableau
4) Data Interpreter (top left column, under "Files")
5) Check the file formats.
--Are Words as ABC?
--Are the Numbers as #?
6) New Worksheet. Click Sheet 1 (bottom left)
6) Drag County Nam to rows.
7) Drag Deaths to columns. Check that measure is SUM
8) Deaths to colors.
--Click colors. Green-Red diverging. Reverse colors
9) Drag total deaths to labels
10) Filter for a date in time
--Date to Filter. Individual date. Pick Jan. 7, 2021
--Total now should read 3,926 deaths for Arkansas_all_counties
11) Sort Descending. See toolbar, sorting icon, down arrow
12) Formatting.
--Headline: Click "Sheet 1". Write a headline Your end product should look like the chart below:
13) Export a jpg version of your chart
--Worksheet | Export | Image
14) Engage in excessive self-congratulatory behavior.
This chart was filtered to show counties with deaths 25 and greater
Formatting a Graphic
Filters and Calculations
Using Filters:
1) Drag County Nam to Filters, click OK
2) On the County Filter, click down arrow, show filter. It will appear on the right column as a list of county names
3) On the right column, down arrow, select Multiple Dropdown
4) Edit Title and Type some instructions to your readers:
"Select Your County
1) Select All to clear
2) Select your county"
Add a calculation rate: Deaths Per 10,000
1) Duplicate Sheet 1
--Left Click on the tab, duplicate
--This copies your whole work to a new sheet
2) Calculate a Deaths Per 10,000
--Click on Total Deaths - down arrow | Create | Calculated Field
--Name the Calculation "Deaths Per 10,000"
Divide Total Deaths into Population:
--Add a Division Symbol after ([Deaths]/[Population])*10000
3) Drag Deaths Per 10,000 to Columns.
--Remove Total Deaths
--Sort
4) Check your colors and labels.
--Drag Deaths Per 10,000 to Colors
--Drag Deaths Per 10,000 to labels
4) Headline, Format Legends, Export jpg
Your Turn
Create calculated fields and make the following charts:
--Tested/population percentage for the most recent five days.
--Active cases per 10,000 residents
--A stacked bar chart with Ever on a Vent and Ever Hospitalized
Post on a Google Doc, include link in your weekly memo.
–Post on WordPress. Create a new post Use Divi Builder, the Purple box above the formatting bar Insert columns, pick a full row Insert module, pick </> Code Paste your Tableau Public embed code in the Content box Scroll down, change the Admin Label to My Mind-Blowing Tableau Graphic (or something more humble). Save and Exit Change Page Layout (upper right corner) to Fullwidth. Publish Revel in your nerd powers
Interactive Graphics
Tableau Interactive Graphics
Dashboards with Poverty Data.
Sizing and Formatting. Navigation from Dashboard to Actual Graphic.
Simplicity in Design for Dashboard,
Space for Central Element.
Filters: Basic Filters and Filter as Sheet
Basic Filter: Applies to One Worksheet
–Click upper righthand menu on graphic, see Filters, select the appropriate data source. Here it would be total incomes under $25,000.
–Filter is created and placed at the bottom of graphic. You can format and move the filter.
–Drag by tab in upper center of filter object. Move it to the top of the filtered graphic.
“Super Filter”: Add a Filter to Control All Cities on Worksheet
Filters on Dashboards
When we click through a filter, we see that by default, it only applies to the view it came
out with. We can make this filter apply to the entire dashboard.
–Click on the filter (down triangle icon), open the menu.
–Apply to Worksheets, select “all related data sources”
Now when we make a selection, it applies to the whole dashboard
Similarly, we can make a view act as a filter for the dashboard. Click on the view to bring
up the header bar, and click the filter icon. Now if we select a header such as Second
Class, all the relevant views are filtered.
Exercise: Format Workbook for A Phone
A majority of our readers will view these stories on their phones. For the Fall 2017 Veterans Health Care project, some 70 percent of the readership was on a mobile device. Schleuss said the Los Angeles Times receives about 55 percent of its traffic on mobile devices.
Let’s format this workbook for mobile. The design choices will be radically different.
–Duplicate your workbook
–Design it with the mobile template on the left: See Upper Left Tab: Dashboard: Device Preview. Switch to Phone
–Before doing any radical surgery to your graphics, consider duplicating them and bringing in the new versions into the mobile template.
Dashboard Design Concepts
DashBoard Design
Version 1
Created by ravindra kumar on May 10, 2013 10:35 AM. Last modified by ravindra kumar on May 10, 2013 10:41 AM.
Role :- 1)Strategic 2)Analytical 3)Operational
1.Dashboards for strategic purposes
The primary use of dashboards today is for strategic purposes. The popular “executive dashboard,” and
most of the dashboards that support managers at any level in an organization, are strategic in nature. They
provide the quick overview that decision makers need to monitor the health and opportunities of the
business.
Dashboards of this type focus on high‐level measures of performance, including forecasts to light
the path into the future. Although these measures can benefit from contextual information to clarify the
meaning, such as comparisons to targets and brief histories, along with simple evaluators of performance
(for example, good and bad), too much information of this type or too many subtle gradations can distract
from the primary and immediate goals of the strategic decision maker.
2. Dashboards for analytical purposes
Dashboards that support data analysis require a different design approach. In these cases the information
often demands greater context, such as rich comparisons, more extensive history, and subtler performance
evaluators. Like strategic dashboards, analytical dashboards also benefit from static snapshots of data that
are not constantly changing from one moment to the next. However, more sophisticated display media are
often useful for the analyst who must examine complex data and relationships and is willing to invest the
time needed to learn how they work. Analytical dashboards should support interactions with the data, such
as drilling down into the underlying details, to enable the exploration needed to make sense of itthat is, not
just to see what is going on but to examine the causes. For example, it isn’t enough to see that sales are
decreasing; when your purpose is analysis, you must be made aware of such patterns so that you can then
explore them to discover what is causing the decrease and how it might be corrected. The dashboard itself,
as a monitoring device that tells the analyst what to investigate, need not support all the subsequent
interactions directly, but it should link as seamlessly as possible to the means to analyze the data.
3.Dashboards for operational purposes
When dashboards are used to monitor operations, they must be designed differently from those that
support strategic decision making or data analysis. The characteristic of operations that uniquely influences
the design of dashboards most is their dynamic and immediate nature. When you monitor operations, you
must maintain awareness of activities and events that are constantly changing and might require attention
and response at a moment’s notice. If the robotic arm on the manufacturing assembly line that attaches
the car door to the chassis runs out of bolts, you can’t wait until the next day to become aware of the
problem and take action. Likewise, if traffic on your web site suddenly drops to half its normal level, you
want to be notified immediately.
As with strategic dashboards, the display media on operational dashboards must be very simple. In the
stressful event of an emergency that requires an immediate response, the meaning of the situation and the
appropriate responses must be extremely clear and simple, or mistakes will be made. In contrast to
strategic dashboards, operational dashboards must have the means to grab your attention immediately if
an operation falls outside the acceptable threshold of performance. Also, the information that appears on
operational dashboards is often more specific, providing a deeper level of detail. If a critical shipment is at
risk of missing its deadline, a high‐level statistic won’t do; you need to know the order number, who’s
handling it, and where it is in the warehouse. Details like these might appear automatically on an
operational dashboard, or they might be accessed by drilling down on or hovering the mouse over higher‐
level data, so interactivity is often useful.
The ways that dashboard design must take different forms in response to different roles are clearly worth
your attention. We’ll examine some of these differences in more detail in Chapter 8, Putting It All Together,
when we review several examples of what works and what doesn’t for various purposes.
https://public.tableau.com/profile/ravi2917#!/vizhome/LorealDemo/StrategicDashboard
Tableau Expert Megan Putney
Megan Putney, head of Northwest Arkansas Tableau Users Group and an executive at Mikes Hard Lemonade
https://www.linkedin.com/in/megan-putney-21432839/https://community.tableau.com/groups/northwest-arkansas
Good to hear from you! It was a busy week for me too - Walmart mod season, EMBA project work, EMBA finals, and the Tableau meeting!
Luckily Tableau has been recording and posting all of our meetings to Youtube. You didn’t miss much last week. I ended up presenting some materials from a couple of years ago since I had presenters bail at the last minute.
Last week’s meeting is here.
September meeting is here
That is so cool that your class is running the COVID site! I’ve seen a few people posting a similar snapshot to what you have there on the first page.
And yes, I’d love to catch up. Let me know, and we can schedule a virtual coffee & chat!
Megan
Spring 2020 Deadlines Thesis dissertation deadline is May 1, 2020. Walk back a week and the practical deadline is April 24, 2020. Walk back two weeks and your committee will want to see the final document by April 10, 2020
–Apply only if you are on track for finishing your thesis this semester —Notify Wells first
Statement of Intent: The School of Journalism and Strategic Media graduate students will participate in Spring commencement if they have successfully defended their thesis in the Spring semester. “If you want to walk in the Spring, you first have to defend in the Spring.” Students who are unable to defend in the Spring need to defer to the Summer or Fall for commencement .
Graduation: Apply by March 1, 2020
—Apply to graduate via your student center in UA Connect under “My Academics.” The graduation fee will be added to your student account. After the deadline, there is a late application fee for ALL students. –Spring Commencement: Saturday, May 9, 2020. All University Commencement (Graduate School) 8:30 a.m. Bud Walton Arena. https://registrar.uark.edu/graduation/commencement/spring-commencement.php
–Consult your Degree Audit to confirm that you have completed all degree requirements. Remind your advisor/committee chair that a Record of Progress must be submitted to the Graduate School and your Degree Audit must be completed by the department.
Master’s Thesis Process
Selection of thesis title and formation of thesis committee and submission of new Master’s Committee form. At least three months prior to the date of the defense. That would be now: Feb. 1. http://catalog.uark.edu/graduatecatalog/procedures/ Select thesis title and form thesis committee:
Your thesis adviser performs the internship evaluation, not the Graduate Coordinator.
Graduate Assistants
TA Teaching Camp, Monday, January 20th, 10:00 a.m. – 2:00 p.m. On-Campus Location Coming Soon Details here: TA Teaching Camp Registration Form
Work duties: Not to exceed 20 hours a week – supervisor not to “average out” work. Stipend is $12,500 for two semesters. Mid-August, Mid-May: Get a half paycheck. Taxed on Medicare, SSI. Tuition waiver doesn’t cover misc fees. Technology fees. Media fees. Student health fees. Option of payroll deduction for misc fees
Other GAs Outside of Journalism Student affairs. GA openings. Newswire openings.
RISE program for underrepresented students
Blackboard Training Available Carolyn Smith, Faculty and Student Support GIBX100 (479)575-5632 (office) ccsmith@uark.edu
Career Fairs / Advising
Feb 12 – All campus career fair March 10 – Business career fair, 10-3 pm Bud Walton Arena
Office of Graduate Assistant Student Support: Career advising, free coffee Fridays. Laura Moix, Assistant Director, Gearhart Hall 273, lmoix@uark.edu, 479-575-7038
Funding: Apply for departmental scholarships by Feb 15
GPSC Research Grants The Graduate and Professional Student Congress (GPSC) will award three research grants for up to $1,500 for research projects in the fall and spring semesters. This funding mechanism is designed with a focus on supporting dissertation and thesis projects. The call for proposals will come out the first week of the spring semester, and graduate students will have one month to write a proposal in line with the National Institute of Health’s guidelines for writing grant proposals. See more in newswire.
Harry and Jo Leggett Chancellor’s Fellowship We are accepting applications for this fellowship, established to support graduate students who are involved in research of significant interest to the Arkansas Game and Fish Commission. Leggett fellows receive a $12,000 stipend per year for a maximum of 4 years for a doctoral student and 2 years for a master’s student. It may also cover tuition for students without another source of funding for tuition. For more information and application guidelines: https://graduate-and-international.uark.edu/graduate/costs-and-funding/harry-jo-leggett-fellowship.php
Travel Grants Students may apply for a travel grant as early as the first year of their graduate program. The student must still be presenting his/her own research as the sole student presenter at the meeting/conference, and be enrolled during the semester the travel occurs (summer excepted unless the student is in a 12-month GA position). The full policy may be found at: https://graduate-and-international.uark.edu/graduate/costs-and-funding/travel-grants.php. Please contact Vicky Hartwell (hartwell@uark.edu, 5-4327) with questions.
Additional Grants through the Graduate and Professional Student Congress (subject to availability of funds): The Graduate and Professional Student Congress (GPSC) is excited to offer funding for students traveling to present their own original work. The GPSC Travel Grant is funding “of last resort,” meant to help students who have already exhausted other funding sources open to them. Currently, no travel grant shall exceed $500 dollars. Please log onto HogSync at https://orgsync.com/176733/forms/337734 for more information, application and deadlines.
A.L. Chilton Foundation Award Students may apply for up to $500 to assist them in purchasing supplies or other resources to aid them in their research efforts. Applications are reviewed once a month. Awards will be posted to the student’s account in UAConnect. https://graduate-and-international.uark.edu/graduate/costs-and-funding/chilton-foundation-award.php
GSPC Additional Grants through the Graduate and Professional Student Congress (subject to availability of funds): The Graduate and Professional Student Congress (GPSC) is excited to offer funding for students traveling to present their own original work. The GPSC Travel Grant is funding “of last resort,” meant to help students who have already exhausted other funding sources open to them. Currently, no travel grant shall exceed $500 dollars. Please log onto HogSync at https://orgsync.com/176733/forms/337734 for more information, application and deadlines.
Pivot To search for graduate student travel awards in particular, you may find it helpful to: Click on the “Advanced Search” link. Leave “All Fields” selected and enter “travel” into the search box. Click on “Applicant Type” and select “Graduate Student.” Click the blue “Search” button in the upper right corner of the page. Additional information and tips about using Pivot can be found online. https://pivot.proquest.com/
NSF GRFP Contact Vicky Hartwell in the grad school first. Interested students should begin at the applicant information page http://www.nsfgrfp.org . The GRFP supports outstanding graduate students in NSF-supported science, technology, engineering, and mathematics disciplines who are pursuing research-based master’s and doctoral degrees at accredited United States institutions. The program provides up to three years of graduate education support, including an annual $34,000 stipend. http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=6201
First Semester Student Paperwork There are two forms they must file during their first semester: Course Approval form: a departmental form. Master’s Advisory Committee form : a grad school form. –Submit the completed form to me
Treasurer’s Office tuition and fee estimator https://treasurernet.uark.edu/estimator.aspx
Food Pantry Reminders In addition to the mini food pantry in the graduate student lounge, the Full Circle Campus Food Pantry operates all summer long! Anyone with a UofA ID is always able to request a 3-day supply of food for themselves and any immediate family members living with them. Just use the online request or stop by the pantry on the East side of Bud Walton Hall across from the base of the Union parking garage.
Misc: Talk program CAPS. Pat Walker. Monday 2 pm-4 pm
April research day. How to do research. Library tools.
Mark Your Calendars
Lemke Journalism Project –School’s outreach to primarily Hispanic high school students –19th year –Feb 8. Meets for 6 Saturdays –Gina Shelton ginas@uark.edu
Hold off on social media promotion until you get the go-ahead email from me. Other professors doing check.
Review the stories. Check for gaps, missing stories, etc.
Stories still pending: Baird, Bonner, Duby, Fracchia/Tillson, Ramirez
What you have learned this semester
You can put this on your resume: –Proficiency in basic Tableau –Proficiency in Excel –Basic training in data analysis and visualization –Multimedia production in WordPress
Data Cleaning and Joining Exercise
–You will join the CollegeScorecard data with 2017 Census Data with the average household income The goal is to compare the average student debt in a college to the income in the surrounding town. This in-class task will stretch over two class sessions, unless you are a DATA KING OR QUEEN This exercise builds on the data analysis, cleaning and visualization skills you learned this semester.
Task 1: Retrieve the Census Data Use Excel –Examine the data dictionary. –Examine the data, the range of incomes and number of cities, towns and places –Create a copy of the Census sheet for the data cleaning
Task 2: Data Cleaning You will need to match the town in the Census to the city in College Scorecard. Look at the “city” column in the College Scorecard data: ARDebt17_10_23.csv –Tip: Data cleaning tools in Excel: Text to columns and find and replace
Task 3: Joining –Join the Census data to the ARDebt17_10_23.csv in Tableau –Chart the Income and the Grad debt by the 10 largest public schools
Task 4: Analysis –Construct a Ratio of Grad Debt to Per Capita Income. Map it
Data Literacy – Number in the Newsroom Exercises –Reversing Percent Differences –Adjust for Inflation –Weighted Averages
1) Process Data (2008-2016) –R Demonstration using Student Loan Data Management 10-15-19.R —Examine Combined Data 2) Build Animated Student Loan Debt, 2008-16 3) Screen video 4) Embed in post, loop, autoplay
New York Semester. Tuesday, Dec. 3, 3:30 p.m., Student Media Conference Room
Spend a semester learning from top-notch journalism faculty and interning at a news media organization in the journalism capital of America. Led by Wall Street Journal veteran Professor Paul Glader and New York Daily News veteran Professor Clemente Lisi, the NYC Semester in Journalism (NYCJ) program includes newsroom visits to outlets such as BuzzFeed, The Wall Street Journal, The Associated Press and ProPublica. Students in the program have interned at outlets such as The New York Daily News, The Brooklyn Paper and Newsweek. They have heard from journalists from outlets such as The New York Times, SkyNews and Reuters. Studying with professors who are deeply rooted in Christian faith, NYCJ students cultivate their commitment to the truth and the skill to tell it well. https://www.tkc.edu/nycs
Course Evaluation
Check for an e-mail with instructions on how to access the evaluation .
These are important to the future of this class: I use these to modify and improve the course
They are important in shaping departmental and program curriculum.
The online evaluations are confidential. Results won’t be reported until final grades have been submitted.
How We Did It –Collaborate to write a 500 word essay telling readers what we studied and how we performed the analysis –We need to tell people the data sources used, the software tools employed, the literature reviewed, the range of interviews. Consult the projects page to learn what your classmates did or ask them. –Post URL ]links for all data you used for your graphics, stories. If you modified data, post the spreadsheet. Make sure it is clean because we will be releasing this to the public. –See this essay for guidance: https://wordpressua.uark.edu/workingandpoor/how-we-did-it/
WHAT YOU HAVE LEARNED: End of Semester Review You can put this on your resume and in your job cover letters. You have learned: –Basic data analysis. Continuous vs discreet variables. Managing versions of complex government datasets. Understanding data dictionaries. –Excel, file types, cleaning, intermediate functions such as pivot tables and =vlookup –Tableau. Static graphics. Interactive graphics. Calculated fields. Grouping. Workbooks. Story books. Exporting multiple file types to web. Using source code for blogs –Data visualization. Best practices in design, labeling and data presentation. –R. Introduction to R. Importing data. Joining datasets. Creating basic visualization. Basic calculations. Exporting calculations to Excel, WordPress –WordPress. Managing posts, projects. Building interactive graphics using embed code. Creating multimedia presentations using text, data and graphics. Divi builder –In sum, you have learned the basic workflow in a modern digital newsroom.
Write a minimum three paragraphs about yourself. –What is your journalism background? –Who are you? Where are you from? –What do you read and watch, and why? –What do you want from this class? –Do you have any nervousness about taking a data class? Why?
Ch. 4, 13 should be skimmed Chs 6-11 aren’t important for our class
End of Semester Review Beginning of Semester Preview You can put this on your resume and in your job cover letters. You have learned: –Basic data analysis. Continuous vs discreet variables. Managing versions of complex government datasets. Understanding data dictionaries. –Excel, file types, cleaning, intermediate functions such as pivot tables and =vlookup –Tableau. Static graphics. Interactive graphics. Calculated fields. Grouping. Workbooks. Story books. Exporting multiple file types to web. Using source code for blogs –Data visualization. Best practices in design, labeling and data presentation. –R. Introduction to R. Importing data. Joining datasets. Creating basic visualization. Basic calculations. Exporting calculations to Excel, WordPress –WordPress. Managing posts, projects. Building interactive graphics using embed code. Creating multimedia presentations using text, data and graphics. Divi builder –In sum, you have learned the basic workflow in a modern digital newsroom.
Excel Proficiency: entering data, cursors, formatting, sum, average, median, change, percent change Skills: Data Dictionary, Part 1 Skills: Organize Your Data. Finder, Storage, File Organization Intro Excel, WordPress Exercise 2, tuition
Follow and complete the tasks in the Exericse 2 of the NICAR course pack, analyzing change in tuition. Use the University of Arkansas data from the College Navigator website.
Submit Excel spreadsheet and a brief two-paragraph discussion highlighting your findings on a Blackboard discussion post. Answer these questions.
Analyze the estimated tuition, fees and living expenses data for students to help you answer the questions below. Total expenses include the Room and Board and Other and Books and Supplies. The two living scenarios will be on-campus and off-campus; disregard off campus with family.
1) How much would an in-state student expect to pay for the 2018-2019 school year? 2) How much would an out-of-state student expect to pay for the 2018-2019 school year? 3) How much more did out-of-students pay in 2018-2019 than in-state students? 4) Which category increased the most from the 2015-2016 to the 2018-2019 school years? Raw change? Percent change? 5) Write a lead for a story based on your analysis. 6) What other information and/or sources would help you finish this story?
Overview from Paul Bradshaw on basic data journalism. Three chords https://github.com/paulbradshaw/MED7373-Data-Journalism/blob/master/1basics/dj3chords.md
5-Sep Basic Excel Exercise 5: Crime Rates and Ratios. FBI data for Arkansas Quiz: Basic Excel. See Blackboard. Quiz due Saturday, Sept. 7 File Management
Build two separate spreadsheets with the 2013 and 2017 data. Calculate violent crime rates per capita for 2013 and 2017. Answer the following questions with short answers and then upload your completed spreadsheet. Your completed spreadsheet must have a data dictionary tab describing the name, date and URLs of the data source.
Exercise Filtering: Crime Rates and Ratios –Find Average Crime Rate Statewide –Filter above and below average
–Find Average Population –Filter above and below average
NICAR coursepack: Pivot Tables
In class exercise: MLB Salaries QUESTIONS 1) Did the National League or the American League pay more in salaries? Who has the higher average salary? 2) Which division pays the most in salaries? The least? 3) Which team had the most players on the roster?
–Trick: Shift+Ctrl+8 –Produce a list ranking the countries with the most companies disbarred, sorted descending. Copy the results and paste into a new tab. –Produce a list of the firms that have more than one disbarment, sorted descending. Copy the results and paste into a new tab. What is the most common violation, and how many times did it occur?
Cohen, Sarah. Numbers in the Newsroom: Using Math and Statistics in News. 2nd ed. Columbia, Mo.: Investigative Reporters & Editors Inc., 2014. Figuring Rates – Numbers in Newsroom
Read Overview from Paul Bradshaw on basic data journalism. https://github.com/paulbradshaw/MED7373-Data-Journalism/blob/master/1basics/dj3chords.md
Meyer, “New Precision Journalism,” Ch. 1-2
Homework for Sept. 11 Discussion questions
Cohen, Sarah. Numbers in the Newsroom: Using Math and Statistics in News. 2nd ed. Columbia, Mo.: Investigative Reporters & Editors Inc., 2014. Cohen Figuring Rates Numbers in Newsroom.pdf
#2. Read “New Precision Journalism” Ch 1-2 Meyer writes: “Precision journalism threatened the twin traditions of journalistic passivity and journalistic innocence.” What does he mean by that? What are the implications of this? Write a paragraph to answer the questions.
#3: Construct chart from student loan data: Median Debt by Graduated Students. Post a .jpeg file (screen grab is fine) and two sentences with key findings or questions for further reporting. Due 11:59 pm Sept 14 on Blackboard
Week #4: Tableau
Basic Data Visualization principles Reading data dictionary Student Loan Data -Data Dictionary Pivot Tables Tableau
1) Examine definitions on Full Data Documentation and CollegeScorecardDataDictionary. INSTNM CITY STABBR ZIP UGDS UGDS_WHITE UGDS_BLACK UGDS_HISP UGDS_ASIAN GRAD_DEBT_MDN
2) Build Tableau bar chart, enrollment by race, schools with 5,000 or more students.
Review MERGED2017_18_PP-ARKONLY –This comes from https://collegescorecard.ed.gov/data/ –Filtered Arkansas from National Data –Question: How many columns? How many rows? –Column headings defined in Data Dictionary
One bite at a time!
Review Data Dictionary. –Filter dev-category on data-dictionary tab –Review the categories. –Tell us how many items per category –Identify 1 or 2 items by VARIABLE NAME from each that you consider important for telling a story about student loans. –Share with the class. –Put categories on Sticky Notes. –Build Filtered Spreadsheet
For example: dev-category: school –15 items –TUITFTE is tuition revenue per fte. Looks useful to see the amount of money per staff person at school
Part 3: Class Exercise: Student Loans – Pivot Table Analyze Student Loan Data Sort the Data: -Sort by Schools with Largest Enrollment. Write a text answer with the top five schools by enrollment. -Sort by Schools with Highest Median Debt for Graduates. Write a text answer with the top five schools by Median Debt for Graduates. -Sort by Schools with Highest Median Debt for Student Who Withdrew. Write a text answer with the top five schools byHighest Median Debt for Student Who Withdrew.
Homework for Sept 18 Finish class exercise for College Scorecard Data
Homework for Sept. 21 New data table. 1. Build the new Excel sheet, ARDebt9-17, with the columns as described above. Create a data dictionary. Upload to Blackboard.
Create the following charts in Tableau: 2. Top 10 schools with the most low income debtors and high income debtors. Create jpg, upload to Blackboard
3. Top 10 schools with highest median debt for females, highest for males. Create jpg, upload to Blackboard
4. Write 250 words with your analysis of this data and propose one story idea.
Answers due 11:59 pm Sept. 21 on Blackboard
Wall Street Journal reporter Gary Fields visits with University of Maryland business journalism students
Week #5: Online Class – Tableau
Sept. 24 and 26: Online Classes. Wells not in town. See instructions below.
Homework Question #1: Create a calculated field that divides the profits into sales, which we will call profit-sales ratio. Build a chart that displays the profits-sales ratio by Sub-Category, or tables, machines, fasteners etc. Sort that chart with the highest profit items on top. Format the axis in dollars, label the bars in dollars. Write a headline. Upload a .jpeg into Blackboard.
Homework Question #2: Use ARDebt9-17 data Create a histogram plotting the median debt for Arkansas colleges Label the colleges (don’t worry, only a portion of the colleges will display. That’s ok) Write a headline. Upload a .jpeg into Blackboard.
Homework Question #3: Draft story pitch See Assignment #1 on Blackboard. Team Up. Use ARDebt9-17 data .
–Female-Male Debt. Top / Bottom 10 schools with greatest gap between female and male debt. Kirsten Baird, Coleman Bonner, Abby Zimmardi
–Low income-High Income Debt Gap. Top / Bottom 10 schools with most low-income student debt. Schools with the biggest gap between low and high income students. Kate Duby, Hanna Ellington
–First Generation Debt as a Percentage of All Grad Debt. Top / Bottom 10 schools with the most first generation student debt and percentage of all grad debt. Mary Fracchia, Elena Ramirez
–Withdrawals as Percentage of All People With Debt. Top / Bottom 10 schools Abbi Ross, Parker Tillson
Jour 5283: –Low income-High Income Debt Gap. First Generation Students Debt Trends. Top 10 / bottom public schools with Non-White Enrollment Brooke Borgognoni, Emily Thompson
Create graphics. Propose a story idea. Each student interviews one person for the assignment.
Each person produces one graphic. The graphics should be different. Tip: Use the filtering to create different versions of the topic, i.e. top 10 or bottom 10.
Jour 5283: Each student produces three separate graphics. Each team submits a 400-word draft story. Spell out the individual team members’ contributions at the bottom of the story, ie, Wells interviewed Trump for the story, Jordan interviewed Bush.
Memo and graphics due 11:59 p.m. Friday, Sept. 27
Week #6: Tableau – Assignment #1
DataViz Tableau Basics Student Loan Data / Tableau Homework: Tableau Pivot Tables, Data Cleaning: =Trim, Paste Special, Values, Transpose, Find and Replace
Tasks for Tuesday’s Class 1) Build a spreadsheet from the 2015-16 data.https://wordpressua.uark.edu/datareporting/files/2019/09/ARDebt2015-16.xlsx 2) Follow tutorial on joining 2015-16 to 2016-17 data 3) Review comments on draft stories. 4) Read the Assignment #1 on Blackboard carefully and the rubric. 5) Meet with your team to discuss reporting and writing. 6) Check out lesson on dual axis graphics.
1) Open Tableau Workbook ARDebt9-17.twbx 2) New Sheet 3) Data | New Data Source 4) Import ARDebt2015-16.xlsx 5) Add New 6) Import ARDebt9-17 7) Inner Join on Unitid 8) Rename as AR2015-17MERGED 9) New sheet, CONVERT TO measures. CAREFUL! DO THIS ONE AT A TIME. CONVERT 2015-16, THEN CONVERT 2016-17
You now have two sets of measures. One for 2015-16 and one for 2016-17
Build a chart contrasting Grad Debt Mdn changes 1) from 2016-17, Instm to Rows 2) Find Grad_Debt_Mdn for 2015-16. First Rename it GRADDEBT15-16. Then drag to columns 3) Find Grad_Debt_Mdn for 2016-17. Rename it GRADDEBT16-17. Drag to columns. 4) Sort by GRADDEBT16-17. Which ones increased?
Build a chart with calculated field Grad Debt Mdn changes subtract GRADDEBT16-17 from GRADDEBT15-16
2-Oct Facebook Training The data class will convene on Wednesday, Oct. 2 for a special Facebook for Journalists training. The Oct 3 class will be taken by Prof. Jordan’s editing course.
Project Part 1: Introduction to the Scale of Student Loan Debt in Arkansas. —Static graphics. —Focus on topline details: debt by race, sex, income at Arkansas schools —Students will quote one or two experts to provide context —Short stories explaining the findings and putting it within context of government reports on student loans. —This is published as a special page on Razorback Reporter —Social media distribution for the finished work
Assignment #1: The assignment is due Oct. 4 11:59 p.m. on Blackboard. Arkansas Student Loan Debt Trend See Blackboard for details
Week #7: Tableau
8-Oct Maps Review Assignment #1 Basic Mapping
Exploratory data analysis with Tableau Importing, continue with charts Student Loan Data
10-Oct DataViz Exploratory data analysis with Tableau Student Loan Data Tableau Charts
Questions for Provost Interview: This is a top official with the UofA. A good opportunity to discuss student loans. Get with your team, come up with 2 questions for Provost Coleman Put on this sheet
Data Meets Wednesday Next Week: Oct 16. 9:30 a.m –Jordan will teach editing at 9:30 am Oct 15 –Wells out Monday-Tuesday, on email –Regular schedule for Thursday Oct 17.
Tulsa World Internship Interviews –Jason Collington, Deputy Managing Editor of the Tulsa World, is coming to campus Monday, Oct 14 to interview students. –Only requirement is you need to have been published, ie the Traveler –Contact Prof. Gina Shelton for details: ginas@uark.edu
Review Assignment #1 –Each team creates one Google Doc, fix issues on story, fix graphics –Share with Google Drive space: razorbackreporter@gmail.com –Due Wednesday, Oct. 9, 11:59 p.m. –Each individual student submits on Blackboard a link to the team’s Google Doc with the completed story and graphics —Link to Blackboard assignment
The Wall Street Journal is read by the people who run the country.
The Washington Post is read by people who think they run the country.
The New York Times is read by people who think they should run the country.
USA Today is read by people who think they ought to run the country but don’t really understand the Washington Post. They do, however, like their statistics shown in pie chart format.
The Los Angeles Times is read by people who wouldn’t mind running the country, if they could spare the time, and if they didn’t have to leave LA to do it.
The Boston Globe is read by people whose parents used to run the country and they did a far superior job of it, thank you very much.
The New York Daily News is read by people who aren’t too sure who’s running the country and don’t really care as long as they can get a seat on the train.
The New York Post is read by people who don’t care who’s running the country, as long as they do something really scandalous, preferably while intoxicated.
The San Francisco Chronicle is read by people who aren’t sure there is a country or that anyone is running it; but whoever it is, they oppose all that they stand for. There are occasional exceptions if the leaders are handicapped minority feminist atheist dwarfs, who also happen to be illegal aliens from ANY country or galaxy as long as they are Democrats.
The Miami Herald is read by people who are running another country but need the baseball scores.
The National Enquirer is read by people trapped in line at the grocery store.
16-Oct Mapping in Tableau
Update on Assignment #1: Photos, headlines. Build shell for stories on Razorbackreporter –Do not upload text. Final edits pending. –Upload photos, selected graphics. –When ready, “For Review.” –Have WordPress shells with headline, graphics and photos ready by 11:59 p.m. Sat Oct 19. –Each student will post the link to your group’s story shell on Blackboard.
Create new Student Loan Data with Default Rates –Using R to Build Tables
New Data: https://wordpressua.uark.edu/datareporting/files/2019/10/ARDebt17_10_15.zip
Using Tableau Public to Host Graphics –Create Tableau Public account if you haven’t already –Load your student loan graphic to Tableau Public.
Embed Tableau in WordPress –Post on WordPress. Create a new post Use Divi Builder, the Purple box above the formatting bar Insert columns, pick a full row Insert module, pick </> Code Paste your Tableau Public embed code in the Content box Scroll down, change the Admin Label to My Mind-Blowing Tableau Graphic (or something more humble). Save and Exit Change Page Layout (upper right corner) to Fullwidth. Publish Revel in your nerd powers
Default Map Build a chart with the Arkansas schools with the highest default rates Now map that data –Longitude to Columns, Latitude to Rows. Don’t use Longitude (generated). Generates a blank Arkansas map –Instnm to Labels. Your map now has all colleges –CDR3 to Color. Green-Red Diverging, with Red as highest default –Filter by CDR3 for top 10 default rates in state
Class Exercise: –Build A Dashboard Using Existing Maps and Graphics Pane #1: Map Pane #2: Graphic Pane #3: Graphic with a slider to let readers interact with data (sort by most low-income student debt. sort by highest enrollment by race. sort by highest median debt. etc)
Dashboards Create a Dashboard With The Following Elements –Abbi and Parker: Pane #1: Map of Default rates for colleges with more than statewide average of White enrollment. Pane #2: Map of Default rates for colleges with more than statewide average of Black enrollment. Pane #3: Map of Default rates for colleges with more than statewide average of Hispanic enrollment.
–The Marys and Elena: Pane #1: Map of Default rates for colleges with more than statewide average first generation student debt. Pane #2: Map of colleges with top 10 first generation student debt Pane #3: Chart of first generation student debt for public, private colleges (see “control” column, check College Scorecard data dictionary)
–Hanna, Sophie, Kate: Pane #1: Default rates for colleges with more than statewide average low-income student debt. Pane #2: Chart of colleges with more than statewide average Pell Grant Debt Pane #3: Map of top 10 colleges showing most students with Pell Grants (PELL_EVER)
–Kirsten, Coleman, Abby: Pane #1: Map of the female-male debt gap, the top 10 universities with the biggest gap. Pane #2: Map of total female debt by school statewide Pane #3: Chart of Male-Female Debt, statewide
–Brooke and Emily: Pane #1: Map of top 10 default rates for public universities, plus describe average default rate for all public universities. (See data dictionary on College Scorecard for control) Pane #2: Map of top 10 default rates for private universities. (See data dictionary on College Scorecard for control) Pane #3: Chart of top 15 universities by Grad_Debt_Mdn, colored by private vs public institutions
Each team creates a single dashboard. Post dashboard on Tableau Public. On datareporting WordPress, create a post, embed the dashboard using the Tableau Public embed code. Write a two-paragraph analysis of your findings (200 words) on that blog post. Each student submits a link with the WordPress post for this assignment. Due Saturday, 11:59 p.m.
Week #9: Tableau
22-Oct Fall Break!
24-Oct
Fix Tableau Dashboards. Charts and Formatting Tableau Analytics Multimedia, headlines in Dashboards Discuss Assign #2
Report about racial disparities with student loans. It will really help you all understand the broader context of the student loan problem. Please read it and bring questions or observations so we can discuss this on Tuesday. Goldrick-Rab, Sara, Robert Kelchen, and Jason Houle. “The Color of Student Debt: Implications of Federal Loan Program Reforms for Black Students and Historically Black Colleges and Universities.” University of Wisconsin: Wisconsin Hope Lab, School of Education, September 2014. https://news.education.wisc.edu/docs/WebDispenser/news-connections-pdf/thecolorofstudentdebt-draft.pdf?sfvrsn=4
Question: no titles for each graphic, Solution: Drag your graphics into a Dashboard. Then drag the Dashboard into a story. Your headlines will appear that way.
Question: fat bars for the chart Solution: Tell the bars to stop eating at Pizza Hut.
Question: really, what about the fat bars for the chart Solution: See the attached video.
Project Part 2: Nov. 4: Racial Disparity in Arkansas Student Loan Debt —Beginning interactive web graphics, include photos or short videos —Maps of debt burdens —Details on the debt discrepancy by race. —Stories explaining the context. —A small photo gallery or short video clips. –A few interviews with actual students who have debt —This is published as a special page on Razorback Reporter, before Thanksgiving —Social media distribution for the finished work Assignments will follow AP Style and Razorback Reporter style:
Tableau Can Be Dangerous, Part 1 Inner Joins. Outer Joins.
Exercise on Inner Joins. Spreadsheet at this link 1) Do the four corners test. How Many in Violent 2013? In Violent 2017? 2) Load data into Tableau 3) Inner join Violent 2013 and Violent 2017 on zip code 4) Build bar graph that visualizes 2017 Violent crime by City. 6) From Analytics, drag total and average line to view 7) Display the totals with labels
Question: Totals and Average for Inner Join? Totals and Average for Right Join? Why are we getting different numbers?
Week #11: Project #2
Grouping: –Group on sheet for specific view –Grouping in dimensions pane is problematic
Exercise: Show the average graduate debt for HBCUs vs Public, Private Non-Profit, Private For-Profit
1) Build basic schools and Grad Debt Mdn graphic. Set to Average. Add Control to Filter 2) Group HBCUs 3) Filter Public schools, group them 4) Unfilter 5) Filter Private non profits, group them 6) Unfilter 7) Filter Private for profits, group them 8) Unfilter
Solution to Exporting Low Quality Images from Tableau 1) Worksheet | Copy | Image 2) Select Title & View 3) Open Preview 4) File | New From Clipboard –Your Tableau graphic has been pasted into Preview. 5) Export. Change Format to JPEG. Increase Quality to Best. Option: Boost Resolution to 1000 pixels/inch
Comments from Reading Abbi – People-Focused Stories Student debt does not just go away and definitely affects everyone’s version of the “American dream” differently, and it’s a concept that I think can add more depth to our discussions and work in class. We have all the numbers and stats that show how much debt people have and how long they have it, but it’s the people that make things stick and stories have meaning. I think looking at our stories with not only a focus on the data but also the people and how the debt is affecting them can add so much and is very important.
Elena – Resources for Students I like to report on the numbers, but I would also want to provide resources on how students can avoid debt if they are first-generation students.
Brooke – Black women and debt Comparing family income, student race and gender to the graduate debt medium may be able to explain why black women have higher debt.
Parker – Withdrawal Rates, Black Students Even with the financial help, black students have higher withdrawal rates
Reading: Washington Post covering elections https://www.niemanlab.org/2019/07/how-to-cover-11250-elections-at-once-heres-how-the-washington-posts-new-computational-journalism-lab-will-tackle-2020/?utm_source=Daily+Lab+email+list&utm_campaign=eb41afd3fe-dailylabemail3&utm_medium=email&utm_term=0_d68264fd5e-eb41afd3fe-396127905
Discuss student loans and race Goldrick-Rab, Sara, Robert Kelchen, and Jason Houle. “The Color of Student Debt: Implications of Federal Loan Program Reforms for Black Students and Historically Black Colleges and Universities.” University of Wisconsin: Wisconsin Hope Lab, School of Education, September 2014.
Tableau Can Be Dangerous, Part 1 –The evils of the inner-join and how it can mess up your math.
Research – Data on Race and Lending
College Scorecard draws from multiple databases.
It provides details about student race/ethnicity by enrollment. It provides details about defaults and median debt by institution. It does not provide details about race/ethnicity by loan amount per institution. But it does provide details about race/ethnicity by loan amount and defaults statewide.
It provides details about percentage of low-income students
It provides details about percentage of Pell grant recipients.
Question: What are some strategies to tell the stories about student loan debt by race and ethnicity given these limitations?
It does not provide details about race/ethnicity by loan amount per institution. But it does provide details about race/ethnicity by loan amount and defaults statewide
Question: What are some strategies to tell the stories about student loan debt by race and ethnicity given these limitations?
Discuss student loans and race Goldrick-Rab, Sara, Robert Kelchen, and Jason Houle. “The Color of Student Debt: Implications of Federal Loan Program Reforms for Black Students and Historically Black Colleges and Universities.” University of Wisconsin: Wisconsin Hope Lab, School of Education, September 2014.
Key points: Brief History of Federal Student Loans Loan amounts white-black students were about the same. So what’s the big deal? Key differences between HBCUs and majority white institutions
14-Nov Data Analysis Student Loan Calculator Census Data
Student Loan Explainer
Student Loan Explainer
—What did you learn from this and how will it shape your interview questions?
Hennigan: No co-signer!
The maximum an undergraduate can borrow from federal student loans is $31,000 and most don’t require a credit check or co-signer.
Brooke: This would not be correct since a person’s credit score would limit private borrowing.
“Any amount of private loans can be taken out at banks and credit unions regardless of a student’s financial situation. “
If you are, say, a New York-based real estate developer who borrowed excessively and then filed for bankruptcy six times, you might have trouble getting a loan. Just to pick a random example…
Student Loan Calculator: The current interest rate for subsidized loans for undergraduate students is 5.05% and is subject to change July, 1, 2019, according to Arkansas Student Loan Authority.
Data will meet Monday, Nov. 18, 1:30 pm-2:45 pm. Jordan will take the data time slot on Tuesday, Nov. 19, 9:30 a-10:45 a Data will have an online class Thursday, Nov. 21. There will be no class meeting that day.
18-Nov Basic Animation
Follow this tutorial and build a basic animation of a graphic in Tableau
What is a workaround you would employ to achieve the same end?
Week #14: Tableau Interactives
26-Nov DataViz Multimedia Production – WordPress Final Project: Visualize in Tableau “Basic of Coding, Data Analysis “
Media Future Read and post for class discussion: Future Today Institute report on media trends –Bring one question or observation to class on Wednesday FTI_Journalism_Trends_2019_Final-1kcrlh3
Subject: Study Journalism and Strategic Media in Rome – Spring 2020
Students in The School of Journalism and Strategic Media will have the opportunity to complete up to 15 hours credit toward the JOUR degree and/or complete the entire Global Studies minor at the University of Arkansas Rome Center in the Spring of 2020. An informational meeting is planned for Tuesday, September 10th at 4:30 in Kimpel Hall 416. Students will have a chance to meet the faculty and other students planning to participate. Please review the attachments for more details.
COMM/INST 4873. International Communication and Globalization. 3 Hours.
Explores the history, present and future of global communication. It introduces and explains the theories, stories and flows of information and media that affect us all.
COMM/PLSC 4373. Political Communication. 3 Hours.
Study of the nature and function of the communication process as it operates in the political environment.
JOUR 4333. Ethics in Journalism. 3 Hours.
Critical examination of specific ethical problems confronting professionals in all areas of mass communications. Reading and writing assignments are aimed at familiarizing
students with the nature of the mass media and their social responsibilities.
JOUR 4483 Issues in Advertising & Public Relations. 3 Hours.
Seminar course involving the critical examination of the major cultural, social, political, economic, ethical, and persuasion theories and/or issues relevant to advertising and public relations affecting individuals, organizations, societies.
ENGL 3903 |Travel Writing (Journalism Credit).
This course provides an opportunity for students to focus first-hand on the art and craft of travel writing, with particular emphasis on Italy.
*U of A Rome Center Semester Spring 2020: Global Studies Program
Overview
Academics
Financial Info
Student Responsibilities
The Rome Center Semester curriculum offers courses that focus on the artistic and cultural contributions of the city of Rome from ancient to modern times. The ‘Roman Razorbacks’ use this ancient city as a laboratory to examine historical and contemporary Rome through numerous local site visits and museum tours. Students see the Colosseum, Vatican City and its Sistine Chapel as well as the works of Michelangelo, Caravaggio, Bernini, and Borromini which are scattered throughout the city.
The following courses will be offered by distinguished faculty from the University of Arkansas Fayetteville campus, supplementing the core curriculum of Rome Courses in International Studies, Art history, Italian Language & Humanities.
COMM/PLSC 4373 | Political Communication Dr. Robert Wicks
Study of the nature and function of the communication process as it operates in the political environment.
COMM/INST 4873 | International Communication and Globalization Dr. Robert Wicks
Explores the history, present and future of global communication. This course introduces and explains the theories, stories and flows of information and media that affect us all.
JOUR 4333 Ethics in Journalism Dr. Jan Wicks Critical Examination of specific ethical problems confronting professionals in all areas of mass communications. Reading and writing assignments are aimed at familiarizing students with the nature of the mass media and their social responsibilities.
JOUR 4483 | Journalism or European Studies Seminar: Issues in Advertising & Public Relations Dr. Jan Wicks Seminar course involving the critical examination of the major cultural, social, political, economic, ethical, and persuasion theories and/or issues relevant to advertising and public relations affecting individuals, organizations and societies.
ENGL 3903 |Travel Writing (Journalism Credit)
This course provides an opportunity for students to focus first-hand on the art and craft of travel writing, with particular emphasis on Italy. Through reading, writing, and visits in and around the city center, students will explore places of historic, artistic, cultural and personal interest. They will learn “by example” from a selection of great travel literature from the world in general, and from Italy in particular. And they will learn “by doing,” via a series of guided exercises and assignments that explore the distinctive qualities of travel writing and the ways in which this particular art can lead to a deeper understanding of their own experiences and cultural identity.
WLIT 3983 (H):“Rome: the Rebirth of Antiquity and the Birth of Modernity” |cross-listed as MRST 3023(H), and HIST 3983(H) Dr. Bill Quinn
This interdisciplinary course investigates a key moment of cultural crisis for Rome and the reverberations thereof for all the World. Our primary focus will be an exploration of how late medieval society struggled to re-identify itself in terms of the Renaissance and Reformation. Particualr moments for detailed consideration include: April 8, 1341, when Petrarch was crowned poet laureate by Roman Senatori Giordano Orsini and Orso dell’Anguillara on Capitol; 1417, Council of Constance and burning of John Hus; 1418, when the Arte della Lana selected Brunelleschi to construct the dome of Santa Maria dei Fiori in Florence; 1496, when Michelangelo arrived in Rome; and, lastly, the Sack of Rome in 1527. Site visits to include: Palazzo Farnese, Palazzo Spada, Campo dei Fiori, Cancelleria, Ponte Sisto, Via Giulia, St Peter’s Basilica, Castel San’Angelo, Pantheon, Santa Maria sopra Minerva, Basilica di S. Augustino, Villa Borghese, Da Vinci Museum, Basilica Sta Maria Popolo, Sta. M. degli Angeli, Palazzo Venezia, Piazza Campodoglio, St. Peter in Chains, and Florence.
Degree Credit
Check back soon for more specific degree advising information or contact program faculty/staff!
Students from many areas of study can earn substantial credit towards their degrees. Students should always refer to their academic advisors for specific review of their degree process.
Communication
up to 12 hours degree credit
Journalism
up to 15 hours degree credit
Political Science
up to 9 hours degree credit
Sociology
up to 6 hours degree credit
International Studies
up to 15 hours degree credit
Interdisciplinary Studies
up to 15 hours degree credit*
English
up to 9 hours degree credit
Global Studies Minor
complete more than 1/2 of the minor in this semester!
Medieval/Renaissance Studies Minor
complete more than 1/2 of the minor in this semester!
*Interdisciplinary Studies majors should consult with their program director and academic advisor to review their course of study. Degree credit depends on their approved plan of study and discipline areas.
Data Journalism - Graduate Level Lemke Digital Media Lab Course, Fall 2019 School of Journalism and Strategic Media University of Arkansas (Ver 8-22-19) Class Time and Location: Tuesday-Thursday 9:30 a.m.-10:45 a.m., Kimpel 145 Instructor: Rob Wells, Ph.D. Office: Kimpel 128 Office phone: 479-575-6305 E-mail: rswells@uark.edu Twitter: @rwells1961 Office hours: Tuesdays 11 a.m.-Noon, 2 p.m.-3 p.m. or by appointment
Course Goal: Students will be introduced to basic techniques in data analysis, management, visualization and production of data-driven articles and multimedia presentations. Students will learn best practices and common software tools to gather, visualize and interpret data effectively in daily journalism. With these skills, they will use data to report on a project for publication.
Course Description: The class provides an introduction to the basic data reporting skills, but it is much more than learning software and pressing buttons. This class will describe how to use data to guide and inform your reporting, and how this will change your relationship with sources and the people you cover. At each step, this class describes real-world examples of ethical issues and best practices in data reporting. The end goal is to use data to advance important journalism that helps us tell stories that better serve the public.
Cultural Diversity: This course will advance the broader goal of the Lemke Journalism Department to provide a learning atmosphere that represents a variety of perspectives. Good journalism creates well-rounded, whole pictures that tell stories from multiple points of view. For that reason, this course will examine data sources that describe a diversity of sources and viewpoints, ranging from people of different color to different income levels, different sexual orientation, and different backgrounds. For example, this class will explore datasets that describe veteran’s health care outcomes throughout the state of Arkansas. We will examine how veterans of different gender, race and economic circumstances are affected. In the course of this class, students will learn the basic reporting and statistical tools to ask questions about such disparities. We will explore how a major government agency categorizes race, the pitfalls with this data collection problem and consequences for society. We will be speaking with members of local communities, such as the African American and Hispanic communities, as well as local business leaders, about the data we develop and solicit their perspectives on our findings. These activities will permit an exploration of questions about income inequality among gender and racial lines.
The University of Arkansas, nor Dr. Wells, will not tolerate statements, behavior, tokens or insignias that deride or disparage an individual or group because of race, ethnicity, creed or personal lifestyle, when such actions or statements fulfill no educational goal.
Learning Outcomes:
1 Proficiency with Excel.
You will be able to gather data and conduct basic and intermediate calculations using Excel. You will be able to import text and .csv files into Excel, format the data properly.
2 Basic proficiency with data visualization.
You will learn best practices to organize your data and to present it in charts and graphics. You will be able to create a chart using Tableau Public ready for publication from a basic spreadsheet. You will create a basic interactive map from a dataset.
3 Reporting with data.
You will understand basic ethical issues with data journalism and how data journalism can advance reporting on diverse communities. You will learn basic numeracy and how to avoid common problems with numbers. You will learn best practices for fact checking data. You will learn basic statistical concepts and best practices, and how they apply to data journalism.
4 Introduction to Coding
You will receive an introduction to the R programming language, which is used widely in newsrooms for data gathering, statistical modeling and data visualization. At the end of the course, you will be able to execute basic R commends and perform simple calculations.
5 Data Presentation
You will learn to use WordPress to manage and display your multimedia stories. This will include formatting photos, videos and audio and displaying text in a format appropriate for mobile news consumers.
6 Data Management
You will learn the best practices for organizing, managing and archiving data for a journalistic project
7. Identify the limitations, strengths and weaknesses of datasets. Determine how institutions may be collecting and using data and how this may impact the public.
Purchase a 2 TB USB external storage drive, such as this. $60 at Amazon.com or similar models available in campus bookstore.
Required Software:
Microsoft Excel for Mac. Free with your university account or provided on School of Journalism computers
Tableau Public / Tableau Desktop. Free one-semester license to Tableau Desktop. Tableau Public is installed on School of Journalism computers.
R Studio. Free, open source software. Installed on Digital News Lab computers.
WordPress. Free through university accounts.
Students will need to download the Microsoft Office for Mac (free at https://techarticles.uark.edu/microsoft/office/) and Tableau Desktop (http://www.tableau.com/tft/activation – free software keys will be provided). They need to prepare personal laptops or desktops to run this software, which means cleaning their hard drives to provide ample space and computer memory to run software such as Tableau Public. In other words, clear out the personal movies and photos to an external hard drive so you can do this class work.
Students will be given an orientation on the key software used in this class, such as WordPress, Google Drive, Excel and Tableau. Operation of these common programs on your personal computer is your responsibility; you will need to use Tableau and Excel a lot for homework and assignments. Seek campus technical support at the university bookstore if necessary.
All course material is prepared on Apple OSX operating system; we will be conducting exercises in the Kimpel Hall computer labs on Apple computers. Software in this class, such as Excel, also runs on Windows-based operating systems but students will find it difficult to follow the course instructions due to significant differences in the programs’ user interfaces. In other words, you are on your own if you choose to do your work on a Windows-based computer.
Prerequisites:
A university statistics course. News Reporting I or equivalent in public relations or communications.
This course is designed for undergraduate journalism, public relations, advertising and communications majors. Non-journalism majors will find these skills and tools of data gathering and analysis useful in their professional fields as they enhance your ability to articulate a narrative and illustrate it with graphics.
Quizzes, memos and homework:
There will be quizzes, memos and homework during the semester worth 40 percent of your grade. These are designed to be lower-stakes assessment to test your proficiency and build your skills for the relevant assignment. The homework and memos flow into the quizzes and they flow into the assignments. The classroom work is iterative and helps students perfect the skills needed for the assignments.
Assignments:
The four assignments are worth 50 percent of your grade. Assignments are due by 11 a.m., emailed or uploaded into Blackboard.
The assignments are:
#1: Arkansas Debt Trend
#2: Racial Disparity in Student Loan Debt
#3: R Studio Coding – Student Loan Data
#4: R Data Visualizations
#5: Student Loans in Arkansas
An assignment uploaded late, according to Blackboard, will be reduced by one full grade, and will be reduced a full grade for every subsequent day.
Students with excused absences should contact me immediately about making up missed assignments.
The final assignment represents the final examination; there is no separate final examination.
Grading: Quizzes, Memos, Homework: 35 percent Assignments: 50 percent Class Participation: 15 percent Plagiarism or fabrication will result in your dismissal from class with an F for the course and a recommendation you be dismissed from the college. Your work will be marked on the following scale: A+: 100 – 98 A: 97 – 93 A-: 92 – 90 B+: 89 – 88 B: 87 – 83 B-: 82 – 80 C+: 79 – 78 C: 77 – 73 C-: 72 – 70 D+: 69 – 68 D: 67 – 63 D-: 62 – 60 F: Below 60
A – The work is of professional quality (for journalism “professional” track students) or high academic quality (for others). It reflects a depth of research, clarity of writing, and a complete grasp of the main concepts presented in the class. B – The work is good but needs editing or is flawed in one of the categories mentioned above. C – The work is weak, needs major editing or reflects an average understanding of key concepts presented in class. D – Work fails to meet requirements and needs a complete rewrite. F – Unacceptable.
Any story that includes libelous material will result in an F (55 percent) Examples would be if you describe someone as a murderer in your story before he or she is convicted, or if you mistype the name of a convicted murder and thereby implicate someone not guilty of the crime.
Attendance: You are required to attend class and it will figure into your class participation grade. An excused absence requires notification by e-mail before the start of class. Be prepared to submit documentation to validate your absence, especially if it is for an extended period of time. Students who miss more than six classes may have their final grade reduced by a full letter grade.
Class Communications: Email: I will email individual students on occasion about important issues. I expect a timely reply, which is in the same day. It is your responsibility to check your email account. I respond to email quickly, usually within an hour. I stop responding to student email at 9 p.m. I use e-mail, WordPress and Blackboard to communicate with students. WordPress: I will post readings, announcements and grades on the class WordPress site. You will post some homework and project materials on WordPress. Blackboard: Your graded work primarily is posted on Blackboard: Assignments, Discussion Posts, etc It is your responsibility to check your email and Blackboard announcements.
Classroom Etiquette:
We will be working in a computer lab. Show respect for your colleagues and instructor by refraining from personal computer use during class.
You are being rude to your instructor and distracting to your classmates when you engage in computer activities unrelated to class. Anyone misusing classroom computers for personal matters will receive a zero for class participation that day and may be asked to leave the class if the behavior persists.
If the university is closed, there will be no class. If I need to cancel class, for whatever reason, I will do my best to notify you by e-mail and notify the journalism office: 479-575-3601.
CEA, Center for Education Access:
If you are a student with special needs, contact me personally. The CEA is at 479-575-3104. I will accommodate students who require assistance.
Rob Wells is an assistant professor of journalism and has been teaching at the University of Arkansas since the Fall 2016 semester. He earned his doctorate in philosophy in Journalism Studies at the University of Maryland’s Philip Merrill College of Journalism. As an adjunct instructor, he taught reporting classes at the Merrill College between 2010-2016. He was a 2012 Reynolds Visiting Professor at the University of South Carolina, Columbia, a program sponsored by the Donald W. Reynolds National Center for Business Journalism.
Wells is the former deputy bureau chief for Dow Jones Newswires/Wall Street Journal in Washington, D.C., where he oversaw 22 reporters who covered real-time business, economics and financial news in the nation’s capital. Prior to this, he was a business reporter for Dow Jones, Bloomberg News and The Associated Press. He holds a master’s degree in liberal studies from St. John’s College in Annapolis, where he studied philosophy, literature, history and political science. His academic research is in business journalism and history, along with data journalism and technology. His book on the future of business journalism will be released in November 2019 by the University of Illinois Press.
Rubric: Assessment of Student Class Participation
In this class, students must take responsibility for their own learning. Class participation/discussion represents 10 percent of your grade in Jour405V. This rubric is designed to give students a roadmap on how they will be assessed and graded on their participation and discussion.
1) Class Discussions
Content. Students who excel will display some or all of the following qualities, such as relating the discussion to current affairs; speaking up when they do not understand; making relevant points; asking topical questions; displaying curiosity.
In addition, these students advance class discussion by offering alternative perspectives with supporting data/ evidence. They also can challenge the instructor’s ideas, ideas of other students, or those presented in readings or other course materials.
Frequency. Students who excel display these qualities in every class session.
Preparation. Students who excel have questions or observations prepared and they bring assigned readings to class. This class will closely examine texts we read for language, structure and argument. Students who fail to bring the text aren’t prepared for class, even if they have read the assignment. Students also will view assigned videos and bring questions or observations to class.
Behavior That Impedes Class Discussion includes using Facebook/Twitter/WhatsApp (any social networking site), web surfing or texting in class. If you are absent or late to class, you miss the opportunity to participate, and this will be reflected in your grade.
Student Self-Assessment. Students also will assess their own contributions in a one-page essay:
Propose what grade you deserve for class participation thus far, and
Defend your proposed grade with evidence from the classroom.
Students who can’t find enough evidence to make a case for an excellent grade can spell out specific steps they will take to improve.
2) Group Work
Active participation means assisting your fellow students to help solve problems in the workshops.
Student Peer Assessment for Group Work. Students may be asked to anonymously rate each other’s work in group settings.
