Gather the FBI Uniform Crime Reporting, Data For All Arkansas Cities, All Crimes https://www.ucrdatatool.gov/Search/Crime/Local/OneYearofData.cfm Fill in the gaps of the population data using the 2014 Census Figures from this table: PEP_2014_PEPANNRES Question #1: Using the four corners test, describe —The number of cities —How is the crime rate organized? Question #2: Sorting. Fayetteville is ranked what statewide for total property crime because of which type of crime? Question #3: Calculations Calculate a violent crime rate per 1,000 people and a property crime rate per 1,000 for all Arkansas places Answer these questions –The place with the highest violent crime rate in Arkansas in 2014 is xxx with a violent crime rate of xxx per 1,000 –The place with the highest property crime ratein Arkansas in 2014 is xxx with a property crime rate of xxx per 1,000 –Fayetteville’s property crime rate is XXX per 1,000, PLACING It # statewide. –Fayetteville’s violent crime rate is xxx per 1,000, PLACING It # statewide
Using the Zoom H4N Recorder https://snapguide.com/guides/use-a-zoom-h4n-handy-recorder/ Editing audio Not so free software: Adobe Audition ______________________________________________________________________________________________________________________ Adobe Audition Editing Drill File | Import | Filename .. xxx.wav Play audio. Controls at bottom. Expand view — Magnifying glass: Zoom In – Time Define / Highlight section to cut. Edit | Cut Save As New File – Adobe Audition File Export as an .wav file. Sample Rate: 44100. Stereo. 24 bits. Assign correct folder Fade in and Fade out Audio https://helpx.adobe.com/audition/how-to/audition-add-audio-fades-cc.html
Assignment #xxx: Interviews Due xxx. Post on WordPress Write a 500-word news story based on an interview with a person classified as working poor in Northwest Arkansas. Consider diversity in race and occupations when selecting your interview subject. Illustrate this post with the following: A photo of your interview subject. Pay attention to background, lighting and composition. Use a professional Zoom recorder to gather and produce a 30-second – maximum 2 minute audio clip from your interview. Introduce your subject and the context of the interview, like you would hear on a podcast. Gather background or ambient sound of the workplace. Mix this and embed this in the blog post.
Additional Material for Graduate Students: Interview a second person, meaning you are interviewing two people in total. The second interview has a photo and an audio clip, as described above. No graphics needed for the second interview. Everyone: Post the interview, graphic and photo in a single blog post, weaving them together to tell the story of your interview subject. Follow a news story format and follow AP style. This is due XXXX. Post on WordPress
Fall 2018: Student Loans
https://wordpressua.uark.edu/razorback-reporter/
Katie Beth Nichols, left, discussed the Razorback Reporter student loan project at the 2019 National Institute for Computer Assisted Reporting. With her are veteran journalists Holly Hacker of the Dallas Morning News and Annie Waldman of ProPublicaLow-Wage Workers: Spring 2018
Welcome to the Digital News Lab. Here is some reading to prepare you for our reporting on student debt burdens facing recent graduates. Read the following articles and set up a Google News Alert for student loans. That will get you rolling into the Fall.
This table shows 74.8% of black students receive some form of aid versus 58.3% of white students. Table 331.37. Percentage of part-time or part-year undergraduates receiving financial aid, and average annual amount received, by source of aid and selected student characteristics: Selected years, 1999–2000 through 2011–12—Continued https://nces.ed.gov/pubs2016/2016006.pdf
See pages 105 and on for details about loans and defaults by race Status and Trends in the Education of Racial and Ethnic Groups 2016 https://nces.ed.gov/pubs2016/2016007.pdf
Presentation at Investigative Reporters and Editors on Student Loans, Higher Ed Beat
https://docs.google.com/presentation/d/1l1nQ7Yged8cUwRtPONToJQyCV1GZdHnTowSDH1H_EIQ/edit#slide=id.p
Report on Arkansas Student Loans – 2015 – for state legislature
http://www.arkleg.state.ar.us/assembly/2015/Meeting%20Attachments/038/I14012/AR%20Student%20Loan%20Authority%20-%20Report%20of%20Federal%20Student%20Loans%20in%20AR.pdf
Average Arkansas student debt is $31.000 and above – 2017
https://talkbusiness.net/2017/08/experian-arkansas-among-top-states-with-student-debt-trouble-u-s-student-debt-bubble-nears-1-4-trillion/
You could recoup the cost of college in under 3 years if you’re willing to do one thing
https://www.cnbc.com/2018/05/14/how-to-recoup-the-cost-of-college-in-less-than-3-years.html
Podcast: The Dig
It’s obvious that student debt can be an excruciating financial burden. But anthropologist Caitlin Zaloom explains that it has also done a lot to make American families into plunderable financial mines, part of a larger capitalist system that individualizes blame for economic failure and forces families that can to support their children into their twenties while depleting retirement savings.
https://www.blubrry.com/jacobin/32934777/the-dig-student-debt-capitalism/
Trump to Halt Private Debt Collectors for Student Loans
https://www.washingtonpost.com/news/grade-point/wp/2018/05/25/trump-administration-to-hand-student-debt-collection-to-loan-servicers-ending-use-of-collectors/?utm_term=.8f550ebec206
LendingTree Study: Top Metro Areas With Student Debt
https://www.lendingtree.com/student/places-with-the-most-student-debt/
Simple Trick to Pay Down Student Loans: CNBC
https://www.cnbc.com/2018/05/16/this-simple-trick-can-save-over-1400-on-your-student-loan.html
Settlement With Student Loan Refinancing Schemes
https://www.imperialvalleynews.com/index.php/news/national-news/14976-operators-of-student-loan-debt-relief-schemes-settle-ftc-charges.html
Investigation: College Dropouts Struggle with Student Loan Repayments
http://hechingerreport.org/debt-without-degree-the-human-cost-of-college-debt-that-becomes-purgatory/
Personal Finance Tips for New College Graduates to Manage Their Loans
http://www.finra.org/investors/highlights/congrats-grads-now-time-to-think-about-debt
Personal Finance – Gain Control of Your Loans
http://www.finra.org/investors/highlights/gain-control-your-student-loan-payments-these-3-questions
States that Punish Workers Over Student Loans
https://www.sgvtribune.com/2018/06/16/stop-states-from-punishing-workers-over-student-loans/
Hechinger Report: Investigative Journalism About Education
http://hechingerreport.org/our-mission/
Lemke Digital Media Lab Course, Fall 2019 School of Journalism and Strategic Media University of Arkansas (Ver 8-14-19) 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 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: examining student loan data trends for Arkansas students.
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
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: Assingment 1: Arkansas Debt Trend
#2: Assignment 2: Racial Disparity in Student Loan Debt
#3: R Studio Coding – Student Loan Data
#4: 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.
