Agenda for Monday, Oct. 8
–Context!
–Common Errors
Context #1
Add the Quick Facts for city population, demographics.
Little Rock: African American comprise 42 percent of Little Rock’s population. https://www.census.gov/quickfacts/fact/table/littlerockcityarkansas,US/PST045217
Add typical salary from Occupational Employment Statistics database for Arkansas
https://www.bls.gov/oes/current/oes_ar.htm
Common Errors – Math
Percent vs Percentage Point
At Lyon College, 67 percent of non-first-generation students paid back their loans within five years, while only 53 percent of first-generation students did the same, which results in a 14 percent POINT difference. The median debt for both types of students was the same though, at $12,000.
You mean “percentage point.” 14 percent of 67 is 9.4.
Steve Doig – MathCrib-Doig
Common Errors – AP Style on Numbers
AP Style on Numerals:
Numerals – AP Stylebook-2avrxtn
Common Error – Divi Library
Divi Builder. Do Not Save to Library.
Context #2: Build Charts for Context
First row: The overall median debt for Arkansas students; for men, for women.
Second row: The overall median debt for first generation students. And non-first generation
Third row: The overall statewide repayment rate, and the rate for men, for women
Fourth row: The overall median debt for white, black, asian, hispanic
Post on WordPress with the category Context
Research – Data Question
The Financial Aid department does not report loan repayment info to the Department of Education. “Once the students leave us we don’t track their information anymore,” he said.
Question: Look at data dictionary for source of this information. All 1,826 columns explained here.
https://collegescorecard.ed.gov/assets/FullDataDocumentation.pdf
https://collegescorecard.ed.gov/assets/CollegeScorecardDataDictionary.xlsx
Homework
#1: Read this report and compare to your work on context. Prepare to discuss it Wednesday
https://ticas.org/sites/default/files/pub_files/classof2016.pdf
#2: By 11:59 p.m. Tuesday, fix the issues with your charts and stories from Assignment #2. Post on WordPress, use the Context category for a tag
Graduate School Orientation
School of Journalism and Strategic Media
Wednesday, Jan. 9, 3 p.m. Kimpel 146
Deadlines:
Graduation- Spring – Apply to graduate by March 1.
Select thesis title and form thesis committee: At least three months prior to the date of the defense: mid-February at latest.
Thesis:
May 3rd is the thesis/dissertation submission deadline for Spring 2019 graduation. Set your thesis defense date asap.
Additional deadlines on thesis form submission, etc: http://catalog.uark.edu/graduatecatalog/procedures/
–Defend two weeks prior, or by April 19
–Final editorial check of thesis one week prior or by April 26
–Graduation resources: https://graduate-and-international.uark.edu/graduate/current-students/commencement-graduation.php
—Carpenter retired – replace him if he was on your committees. List of graduate faculty:
https://graduate-and-international.uark.edu/graduate/faculty-staff/graduate-faculty/currentgfac-bydept.pdf
—Thesis formatting training session with Julie Rogers of the Graduate School. Monday, February, 4. 12:30 p.m. Kimpel 147. Slides from the session are here: Formatting Workshop-r50zze
Student affairs. GA openings. hr website for hourly student work
Internships
Jour 508v – internship evaluation. send to advisor. starts fall 2019
Summer Courses
Business Journalism online.
Updated forms, paperwork
–course proposal form Tarpley and Brooke need it.
—Wayles needs committee form
Misc:
–Office of Graduate Assistant Student Support: Career advising, free coffee Fridays. Laura Moix, Assistant Director, Gearhart Hall 273, lmoix@uark.edu, 479-575-7038
–Talk program CAPS. Pat Walker. Monday 2 pm-4 pm
—April research day. How to do research. Library tools.
—Listserv – Razorgrad report update, funding. gradsupport@uark.edu
Spring New Graduate Student Orientation is scheduled for Thursday, Jan. 10.
Students should register on the orientation webpage. Contact Amanda Cantu at amandcan@uark.edu with any questions.
—Cohort groups, talk about grad school with current grad students. grad school life and survival tips
–Pat Koski on students’ rights and responsibilities
—Tours — Pat Walker and library.
—Lunch
—Mentor vs advising. how to work with both
-Grad student panel. alumni panel.
—mixer
GA Training
Remarks by Chair Larry Foley
Spring 2019 GA assignments
JT Tarpley – FOJ, 2 labs. Supervisor: Wells and Wicks
Andrew Epperson – Social Media plus assist Larry Foley with TV2. Supervisor: Foley.
Denzel Jenkins – Broadcast. Teaching JOUR 2031L the lab for Broadcast 1. Supervisor: Stockdell
Britt Graves – Ad-PR. Supervisor: Wicks
Breybinda Alvarez – Ethics. Supervisor: McCaffrey
Brandon Gorman – Assist Kara Gould with Media & Society and/or Media Law. For any unused time, Wells will direct Gorman to help assistant professors Wells, Chung and Bouchillon with research. Supervisor: Wells and Wicks
April 1 is deadline for Fall GA applications. Who is planning to graduate this Spring?
Review pay and make sure everyone has a contract.
Tuition waivers — all good?
- Work duties: Not to exceed 20 hours a week – supervisor not to “average out” work
- Stipend is $12,200 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
Treasurer’s Office tuition and fee estimator
https://treasurernet.uark.edu/estimator.aspx
Blackboard Training
FOJ Training: Amy Unruh
R: Important Resources
You will be using these materials
a lot during the course of the semester.
Machlis, Sharon. Practical R for Mass Communication and Journalism. Chapman & Hall/CRC, 2018. http://www.machlis.com/R4Journalists/.
RStudio IDE Easy Tricks You Might’ve Missed
https://rviews.rstudio.com/2016/11/11/easy-tricks-you-mightve-missed/
How Do I?
https://smach.github.io/R4JournalismBook/HowDoI.html
Functions:
https://smach.github.io/R4JournalismBook/functions.html
Packages:
https://smach.github.io/R4JournalismBook/packages.html
Haley Ruiz – Default Rates on Tableau 10/13
The Top/Bottom 10 Schools with the Highest/Lowest 3-Year Default Rate, 2016
By Haley Ruiz
There are some patterns when it comes to Arkansas’ default rates at higher education institutions, after analyzing 2016 data. It appears the top 10 schools with the highest 3-year default rates are mostly in southeast Arkansas, while the bottom 10 schools with the lowest 3-year default rates are mostly in central and north Arkansas.
The top 10 schools with the highest 3-year default rates all have rates above 24 percent.
The Credence Institute of Beauty in Crossett, Arkansas has the highest default rate of all the colleges in Arkansas, with 29.3 percent of students defaulting on their loans within three years.
Southern Arkansas, where most institutions with higher default rates are located, tends to be more impoverished than the rest of the state. Arkansas’ overall poverty rate was 19.1 percent, according to 2016 Center for American Progress data. Arkansas had the fourth highest poverty rate in the United States. The region’s low wealth may have impacted area students’ ability to pay for school and their loans.
The bottom 10 schools with the lowest 3-year default rates all have rates below seven percent.
The University of Arkansas for Medical Sciences in Little Rock has the lowest default rate of all the higher education institutions in Arkansas, with only 1.5 percent of students defaulting on their loans within three years.
Many of the bottom 10 schools are beauty schools or private institutions.
Congratulations
YOU DID IT
Final OVERVIEW Graphic KBN
Megan’s Headline
Arkansas Student Loan Debt
Continues to Grow
Americans owe approximately $1.6 trillion in student loan debt, according to the latest statistics from the Board of Governors of the Federal Reserve System. That is 225 percent higher than in 2006. The following stories by the Razorback Reporter staff describe in Arkansas the different dimensions of student loan debt among African Americans, beauty schools, historically black colleges and universities and women.
Dec 5 Day 29
Agenda
–Prepare for export to Razorback Reporter
–Edit and fix final projects
–Delete outdated projects from the page
–All material will be ready by the end of tomorrow. Publishing Friday.
–I will be back in class at 4 p.m. Wednesday and 9:30 a.m. Thursday for last minute questions.
–Final project and course grades will be posted by next week
Punchlist:
- Review your work. Everyone please review the site. Look at your post.
- Peer edit. Examine your colleagues’ posts. Point out any issues to me and I’ll decide if they need to be fixed
3. Need to illustrate the two sidebars and need featured images for Explainer and How We Did It: Caitlin
4. Fact check Collegescorecard data in text. Halie checks Gender story numbers. Elizabeth checks HBCU numbers. Kris checks For-Profit numbers. Samantha checks Mainbar numbers. Grant checks Beauty school numbers.
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.
Review This Course, Please
Halie & Kris – Revision 2
Katie Beth and Haley R Mainbar Revision
National student loan debt crisis hits home for Arkansas graduates
By Katie Beth Nichols and Haley Ruiz
A post-secondary education is sold to Americans as a guaranteed path to success and eventual financial freedom, but for some, the cost is greater than they expect.
“My second year of college, I went into my advisor’s office and I just had a mental breakdown,” Molly Ballard, 29, of McGhee, Arkansas, said. “I just started crying. I was so overwhelmed by all my jobs and school and finances all at the same time.”
Ballard, now a teacher at Parson Hills Elementary in Northwest Arkansas, had nearly $54,000 in student loan debt upon graduating from the University of Arkansas in 2012 with a degree in education. Ballard’s amount of debt is abnormal — average Arkansas student loan debt was $26,800 in 2016 and nationwide it was $32,731, according to Federal Reserve data. Yet Ballard’s dilemma is commonplace. Nearly 44 million people are contributing to the $1.5 trillion student loan debt crisis in the United States, according to data from the Federal Reserve.
This is more than Americans’ auto loan debt, which is about $1.1 trillion, and credit card debt, which is about $977 billion, according to Federal Reserve data and CNN Money.
Since August, a team of journalism students from the University of Arkansas has set out to discover how student loans affect current and former Arkansas students during college and after graduation. The students found people made sacrifices large and small: going on less vacations, delaying in buying cars and getting married. They found some groups are hit harder than others. For instance, women carry nearly two-thirds of the nation’s student loan debt, according to a 2018 study by the American Association of University Women.
Ballard said she was forced to make major sacrifices due to her $54,000 in student loan debt, which means a monthly payment of $625 — a payment large enough to pay for a vacation for a family of four every year with money left over. Her father was pursuing his Ph.D. at the same time she was in school, so she was on her own when it came to finances.
She said she knew her payments would be high, but she did not realize how much it would affect her life and daily decisions. Her most recent financial sacrifice was not getting a new car when she needed one.
“I ended up getting a $500 car just to get by,” Ballard said.
Ballard had four jobs during her time at the University of Arkansas. She worked at the Mount Sequoyah gift shop, in the UA Jean Tyson Child Development Center, UA Transit and Parking and the Build-A-Bear Workshop in the Northwest Arkansas Mall.
The majority of the money was used for living expenses rather than tuition or loan repayment.
Another recent UA graduate does not regret going to school and taking out loans because otherwise, she would not have been able to get a degree – one that is invaluable to her.
Chelsey Burton, 26, a first-grade teacher at Owl Creek School in Fayetteville, said she does not have regrets racking up about $40,000 in student loan debt. Burton attended the University of Central Arkansas for two years but dropped out because she could not afford it, she said. During her years off, Burton said the idea of saving for college seemed insurmountable. So without student loans, Burton said she would not have been able to get a degree and pursue her calling as a teacher.
“I don’t think I realized at the time, when I was taking out those loans, what an impact they would have in my life long-term,” said Burton. “I just saw it as a necessary evil.”
Burton worked through college until she got married. Her husband does not have student loan debt, but she still encounters challenges, she said. There is not as much money to put toward savings or a college fund for their child, which they consider ironic given her debt load. Burton said she and her husband have less money to give back to the community, and they budget less money for going out.
“We have to sacrifice in other areas because I have to make loan payments every month,” Burton said. “I would say the biggest part of our life that’s been affected is the day to day stuff.”
Lexie Kerr, 29, of Van Buren, is a student pursuing an online Master of Social Work from the University of New England. She is about $100,000 in debt. Kerr said she received academic and dance scholarships while pursuing her bachelor’s in animal science and minor in equine science at the UofA, but she dropped out amid questions about her career path.
When Kerr re-enrolled, she did not receive much financial aid. For graduate school though, Kerr is getting assistance from the Department of Veterans Affairs because her dad is a veteran, she said. This debt burden affects Kerr in many ways. She does not take vacations, has had a second job in the past and is making payments on loans that are still in deferment, in an effort to minimize what she owes, she said. She works at a company she co-founded, Courage Therapeutic Riding Center, a facility with equine-assisted activity for individuals with special needs.
Kerr’s student loan debt burden became a more obvious burden after she was in a car accident and needed to buy a new truck. Kerr could not obtain a loan for a new truck, so she bought one from her dad, she said. Kerr said she also had difficulty paying rent, She decided to purchase an RV, and she was required to have a cosigner for the RV loan because of her high debt level, Kerr said.
There are other things Kerr cannot do because of the student loan debt. Kerr said she didn’t have enough money to buy food and diapers for a friend who was struggling.
“(My friend’s) been having a rough time,” Kerr said, “but that month I already made my payment. That money is already gone.”
Individuals who have debt can see a negative impact on their credit score, which can either harm their likelihood of receiving loans in the future or increase the cost of borrowing.
Sean Hill, 27, has about $52,000 in debt.
Hill had a scholarship that paid for almost all of his associate’s degree at Northeastern Oklahoma A&M. He received Pell Grants when he transferred to the UofA, but he did not have funding to cover textbook costs or living expenses. Hill said he worked at least five nights a week all four years of college on top of a full course load.
Hill’s student loan debt impacted his career path. He needed to get into the workforce and start making money immediately because some of his loans did not have a long grace period after graduation, Hill said.
Hill has a bachelor’s degree in animal science, but he is a closing agent at Lenders Title Group in Fayetteville.
“A lot of those companies that are based around animal science wanted several years of experience,” Hill said, “and I just didn’t have that fresh out of school.”
Hill said student loans affected his debt-to-income ratio and credit score, so he had to have another person cosign a mortgage loan when he sought to buy a house, he said. He also needed a cosigner to buy a new car after he was in a car accident.
“My credit is damn near perfect,” Hill said, “but that debt-to-income ratio hinders you, and they don’t tell you that upfront.”
Hill and other borrowers said they decided to not make too many concessions within their lifestyles in order to repay their loans sooner. Hill said he does not want to sacrifice more than he already does and live paycheck to paycheck because of his debt.
“That’s part of why I only make a little bit over the interest payment,” Hill said. “It’s because I have a budget where I can live comfortably. I can go on vacations, and I can afford my car payment and my house payment.”
Jan Rogers, a 40-year-old special needs specialist from Helena, Arkansas, graduated from the UofA in 2001 and is still feeling the repercussions from her decision to take out student loans in college.
“I only pay $165 a month, which isn’t a lot, but if I applied that to my house payment every month, our house would be paid off by now,” Rogers said.
She said she thinks her social work degree was worth the money, but that it is disheartening when she sees her friends and coworkers who did not attend college making the same amount as her without student loan payments each month.
Joel Doelger 64, a counselor at Credit Counseling of Arkansas in Fayetteville, said that people come to credit counseling for student loan and other debts for a multitude of reasons.
“They’re just stuck,” Doelger said. “They’re either spinning their wheels or they have their heads stuck in the sand because they just don’t know where to go.”
Doelger said that many people feel this way and are not adequately prepared for the real cost of college.
Dec 3 Day 28
Agenda for Monday, Dec. 3
Data Update
Fixing Graphics
Creating Project Posts with Edited Stories
Add Photos
Differences in Sept-Oct Data
Friday publication. Videos up later
Data Updates
All — CollegeScorecard has put out updated data that requires us to update our data visualizations. Many of the charts were built with Sept. 26 data. There is an Oct. 30 dataset that makes enough changes on default rates, debt and other metrics that we should use it. These differences became apparent in the editing process. Everyone used College Scorecard data so we all have to deal with the update.
Second, anyone using Debt_Mdn should be using GRAD_DEBT_MDN instead in their charts. The reason? Debt_Mdn is artificially reducing the scale of the student loan debt.
Debt_Mdn is aggregated by institution.
GRAD_DEBT_MDN is aggregated by individuals. So someone who transferred from Hendrix to UofA would have that Hendrix debt factored in when they graduate from UofA.
Below is a video on how to update your CollegeScorecard visualizations in Tableau.
Here are the basic steps:
1) Create a new Tableau workbook and import the Oct30 data. It is here:ARDebt10-30-18
2) Open your existing Tableau workbook that used the Sept 26 data. Select the visualization, select its tab, left click and copy
3) Move to the new Tableau workbook with the Oct30 data. Select a blank worksheet. Left click and paste
Your visualization has now been pasted with the Sept. 30 data
4) On the Tableau toolbar, Select Data | Replace Data Source. It will say existing source is Sept 26. Select Oct 30 data as replacement
5) BOOM. You are done.
Things that can go wrong:
–Ensure your data that you want to chart is listed in the measures pane. Grad_Debt_Mdn or CDR3 may need to be converted to measures for this to work properly.
Deadlines Extended to Midnight Sunday:
I set Saturday deadlines for revisions on graphics for just about everybody. Those deadlines for everybody now are extended to Sunday, 11:59 pm.
We will debug and review in class. Email me if you have questions.
These are the sorts of updates that will happen when editing a data project and when you get to see the entirety of the project at once. This is coming together. I appreciate your hard work.