Election night coverage from students at The College of New Jersey
When two or three are gathered in the name of journalism and user experience design….
I was pleased to see that my post on user experience design in journalism education attracted the attention of a blogger who is pursuing graduate studies in Interactive Media with a focus in precisely this area. (Can’t find the blogger’s name, I’m afraid, but the blog is called UX+JX, which is catchy and cute in a geeky way.) I’ll be looking forward to the progress of this new colleague’s dissertation research. I’m also grateful for the pointer to Cindy Royal’s fascinating 2010 ethnography (.pdf) of the New York Times Interactive desk. Perusing her site, I also came across this May, 2009 Online Journalism Review article on News as User Experience, which serves as a decent general introduction to the concept for news organizations.
Faculty and staff at New Jersey colleges protest stalled contract talks
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On April 25th and 26th, employees and students at New Jersey’s public colleges held rallies protesting the lack of progress between state negotiators and unions representing faculty and staff at the various institutions. Most of the campus unions have been without a contract since July 1, 2011.
Why I put this post together
This post provides a round-up of news about last week’s protests, with commentary for context based on my 24 years of experience as either an adjunct or full-time faculty member. Academia is actually my second career. Prior to joining the TCNJ faculty, I was a lay counselor and writer for a comprehensive cancer center, and then a public relations writer for AT&T. I have also been a freelance magazine reporter and blogger. Although I am an AFT member and a TCNJ employee, these comments are my own.
I wanted to put this post together because I can remember how little I understood about what college faculty do before I became one. I completely understand why many people think we only work a few hours a week, for example, which couldn’t be farther from the truth. The hours in the classroom don’t count the time spent preparing for class, grading, advising students, writing recommendations, serving on committees, chairing departments or programs, advising student organizations, or networking on behalf our our students with employers and graduate schools. This is not a complaint – it’s an explanation.
I’ll also acknowledge that the respective state institutions vary widely in our mission and focus, and I can only speak about the institution where I work. I’ve never worked at a community college, where I hear of colleagues teaching 5 courses a semester. (I did that one semester, and considering that all of my classes are writing-intensive, I don’t recommend it.)
I’m a taxpayer too, and I’ve been a tuition-paying parent
I know the sticker shock associated with college costs. I’m still paying off my part of the loans that put my kids through school. I also paid my own way through graduate school. I know what it’s like to do that under the kind of duress that many workers experience – an unemployed spouse, health crises, single parenthood. I also know what it’s like to have to take on extra jobs to make ends meet.I also understand why there’s skepticism about the value of a college education, especially with the state of the national economy and tales of college graduates scrambling for minimum-wage jobs. My colleagues and I spend a lot of our time outside the classroom boning up on the changes in our respective fields and reviewing our curriculum, advising practices and career development resources so that our students and alumni have the best chance possible in an increasingly competitive market. Sabbaticals and career development funds help us do that. -
How do sabbaticals and career development funds for faculty benefit students?
Here’s an important quote from the first story in the list below that deserves comment: “[Gov. Chris] Christie has called for four-year salary freezes and an end to perks such as guaranteed sabbaticals, a staple of academic life, at the state’s nine nonresearch universities, which do not include Rutgers or the University of Medicine and Dentistry of New Jersey, according to faculty union officials who have been involved in contract talks. You might wonder why “nonresearch” faculty would need sabbaticals.
It’s important to understand that although colleges such as mine are not designated as research institutions, we are required to do research in order to stay current in our fields so that we can be effective mentors and teachers to students. It’s called the “teacher-scholar” model – the idea is that our scholarship feeds our teaching, and our undergraduates get to be involved in research. Here is a 2007 report from the American Association of Colleges and Universities that does a good job of explaining the value of the teacher-scholar model. (http://aacu.org/liberaleducation/le-fa07/le_fa07_perspectives2.cfm) One difference between the description of the teacher-scholar model in the report and its implementation at our institution is that our undergrads work closely with faculty across the campus – not just in the sciences.Doing scholarship requires not only that we publish, but that we join the learned societies in our field (often at our own expense), present at conferences (again, often at our own expense or with limited support from our departments, because there just isn’t enough money to go around.)We take on the responsibility of securing grant funding for much of that research, as well as for needed improvements to labs, equipment and curricula. Going after grants is a lot of work for both faculty and staff, and there is no guarantee of success, but it’s worthwhile. However, many funders look for signs of institutional commitment in considering funding proposals. Here is a sampling of funded proposals that TCNJ has garnered in recent years. http://grants.intrasun.tcnj.edu/RecentlyFundedProposals.htm
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“RT @NJAFLCIO: Proud to join in solidarity with faculty, staff, @AFTNJ and students at TCNJ to rally for a fair contract youtube.com/watch?v=kSAF1u…
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“#council_contract Photos: TCNJ Day of Action for a fair contract and higher ed funding: bit.ly/Iy18jv #labor #union
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“#council_contract College of New Jersey professors rally to protest contract dispute: By David Kar… bit.ly/JKfu63 #labor #union
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“#council_contract Photos: William Paterson University Day of Action: bit.ly/KaIVNq #labor #union
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“RT @SpencerKlein18: Proud to stand with NJ teachers at TCNJ! RT @AFTNJ: NJ United Students Spencer Klein shows student solidarity at TCNJ twitter.com/AFTNJ/status/1…
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Union Calls For Fair Contracts For College Workers
STATE – Gov. Chris Christie’s promise to increase support for higher education should include fair contracts for workers, according t… -
College faculties protest lack of contracts
… 2012 in protest of what they say are delayed contract negotiations. Faculty have been working without a contract since June 30. ( TOM… -
Educators, professionals rally at NJCU, seeking new labor contract and tuition …
By Celeste Little/The Jersey Journal Several dozen educators and other professionals rallied yesterday at New Jersey City University, cal… -
Video: AFL-CIO joins TCNJ contract rally | American Federation of …
Video: AFL-CIO joins TCNJ contract rally. April 27, 2012 AFTNJ. Thousands of union members and student turned out fighting for a fair c… -
A spirited debate on NJ.com, with supporters and critics of the union protestors weighing in
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Comments on College of New Jersey professors rally to protest …
2 days ago … To get a contract that’s fair for both sides of the negotiations, both …. I have tremendous respect for TCNJ and f… -
In the end, it’s the students who matter
Last week, our students presented their original research in our annual Celebration of Student Achievement. The research presentations ran the gamut, from a new software tool that will help journalists do a better job of extracting important information about the environment, to analyses of Medicare funding, to inventive applications of physical computing technologies and more. This is a TCNJ highlight reel from the 2009 Celebration that shows the kinds of things that can happen when faculty and students get to work closely together, appropriately supported by staff and with the right technology infrastructure. -
TCNJ Celebration for Student Achievement
There are others who can give you chapter and verse on the concessions that we’ve made over the years and the efforts that have gone into addressing shortfalls in funding for public higher education. We can also have a good discussion on the relative cost-benefit models for delivering higher-education through online or blended learning courses. College costs and accessibility are huge issues that need to be addressed in a mutually respectful and informed partnership. To participate in that partnership, taxpayers, bond investors and tuition payers have a right to know where their hard-earned college dollars are going. I hope this post helps provide a bit more of that needed transparency to help that process along. And with that, I must get back to grading. Thanks for your time.
What the Trayvon Martin Tragedy Means for Us: April 18, 2012, 8-9 pm
Get the background on this event at the TCNJ African American Studies Department website. I am producing this chat in my capacity as department chair as part of the AFAM Salon series.
Live blog, NABJ blogging panel
I took these notes at the NABJ convention in Philadelphia in early August. Although I never got a chance to refine them, the notes will be useful for the Social Media class I will be teaching next semester.
Topic: What makes a multimedia blog successful?
Dan Farber -Great content. – the same things that make for great journalism
Neal Scarborough -Before you worry about multimedia as a blogger, decide who you are as a blogger, where your audience is or what they want.
Clay Cane – Find your style, your tone, and what you are passionate writing about. He started with a personal blog and was discovered by BET because he built a strong following. “It really is being your own brand, and selling yourself.”
Sarah Bernard, Deputy Director of Digital Strategy, the White House: Use your blog to cover undeserved stories. Be consistent.
Question: How do you drive traffic?
Clay Cane collects email subscriptions, sends out blasts when he has big news. Example: he posted an interview with Janet Jackson to his site and sent out masse emails. Some major news sites picked it up and linked to him.
Farber: learn about SEO
Moderator Markette Smith: Shows Alexa.com. She is collecting questions via twitter at #nabjbloggingandbeyond. Question: can we attract advertising?
Cane: He got started with Blogads.com. Notes that advertising market has changed.
Scarborough: “Blogging has really opened up.” Bites that Richard Branson has a blog.
Question: Publisher of a niche blog for lawyers wants to know how to make more money.
Moderator Smith tries to go back to how to make money.
More later: running out of power and this room is short on outlets.
Teaching HTML and CSS via translation
One of my major teaching responsibilities at The College of New Jersey is a course called, Writing for Interactive Multimedia. For the last 15 years, we have been using that course as a way to introduce our journalism students to basic coding in html and, more recently, css. Initially a course for the journalism and professional writing major, it has also been required for Interactive Multimedia majors since 2003. There are dual challenges in this arrangement, as well as opportunities. One of the challenges is that students come to the class with varied levels of interest in, and affinity for coding. On the other hand, having students with different levels of proficiency creates opportunities for peer mentoring and collaboration in the classroom.
Also, I posit that a systematic and disciplined approach to studying html and css can be helpful for students who might have gaps in their understanding because they are largely self-taught. Finally, because coding is in a constant state of evolution, it is important to establish a culture of continual learning and experimentation – something that might be familiar to students of computing and interactive media, but which tends to be novel for journalism majors.
These are lofty ideals, but are often challenging in practice. In the past, I have taught html through demonstration, having students follow me and practice their initial coding in the class. I have tried a number of online tutorials and physical textbooks. I have spent lots of time assisting students in labs as they practiced coding, and have had more experienced students work with novice students. Currently, I’m using Virginial DeBolt’s Mastering Integrated HTML and CSS.) This approach works well enough to get students to learn some rudimentary skills, but it has not created the kind of cultural change or deep understanding that I was trying to establish.
This semester, I tried something new – I am focusing on html and css as languages that can be translated into English, and vice-versa. Here are some exercises I have created to teach and reinforce fundamental concepts. This is a work in progress, but students tell me that they enjoy these exercises and find them helpful.
1. A conversation in English and HTML
After my students had been introduced to html through readings and class discussion, I suggested to them that we have an oral conversation in which I posed as a web browser and they were the web designer. I told them to initiate a web page. One of the students said, “html.”
I said, ” I am being asked to display a webpage. I expect I will get some information about it soon.”
A student said, “head.”
I said, “This is the header. I will know learn the special rules I need to know to display this page.”
A student said, “title…”
We went on like this until we had described a page with links, text and images. There was a lot of laughter in the process. Then we practiced scripting pages.
2. Translating English to HTML and CSS
I wrote the following sentences on the board and asked the students to pair up to turn the sentences into HTML and CSS:
- This is the beginning of my webpage.
- The title of my page is “My resume.”
- In my page, the headlines will be in the font Verdana.
- In my page, the body type will be in the font Georgia.
- The background color of my page will be 255 255 204
- The content that will be displayed on my page begins here.
- This page is linked to my homepage.
- The content to be displayed ends here.
- This is the end of my web page.
After working on this for 10-15 minutes, I called volunteers up to ask them to write the appropriate lines of html and css.
3. Commenting out HTML and CSS
A conversation with my computer science colleagues Miroslav Martinovic and Monisha Pulimood led me to the idea of having students use commenting on their webpages. Essentially, I am beginning to tell them to write out what they are trying to do each line of HTML and CSS as they script. The purpose of this is similar to the purpose of commenting on code generally – so that students can have a record for themselves or other coders of what they were trying to do. I anticipate that this will help me and peer tutors or collaborators be more effective in helping them as well.
I am working on some other exercises, including kinesthetic approaches to teaching about concepts such as relative and absolute links. I have also approached a colleaguein our World Languages and Cultures department about ways in which this might be developed into a more formal system of instruction. If anyone knows of others who are teaching this way, I’m interested in their results.
Report from ASALH: A conversation about the Crafting Freedom project
Table of contents for ASALH 95th annual convention
- Reflections en route to the ASALH Convention
- Report from ASALH: A conversation about the Crafting Freedom project
Laurel Sneed and Beverly McNeill talk about the Crafting Freedom project, a curriculum resource project that offers teachers lesson plans, primary resources and videos about nine North Carolina slave artisans who excelled during the antebellum era. Sneed and McNeill presented their work ; at the 95th annual convention of the Association for the Study of African American Life and History along with fellow educator Katherine Paulhamas and moderator Donna Thompson-Ray of the American Social History Project. This interview took place Sept. 30, 2010 in Raleigh, North Carolina.
Reflections en route to the ASALH Convention
Table of contents for ASALH 95th annual convention
- Reflections en route to the ASALH Convention
- Report from ASALH: A conversation about the Crafting Freedom project
(Richmond Va. September 29 ) –
I am on an Amtrak train barreling south toward Raleigh, North Carolina for the 95th annual convention of the Association for the Study of African American Life and History. It is a strange time to be in Raleigh in some ways, so near Duke University, where the towering scholar John Hope Franklin made his professional home for so many years. Next to ASALH founder Carter G. Woodson and Woodson’s contemporary WEB Du Bois, it is difficult to think of another academic historian whose work did more to correct the mistaken but popular belief that slavery was the beginning and end of the story of black people. Duke has a research center that bears Franklin’s name. ASALH’s journal archives and merchandise offerings include articles by Franklin and video interviews recording both intellectual and personal reflections on his life and work.
I expect that Franklin’s ideas and research will be everywhere at this convention, but the man will not. He died in March, 2009, as the nation was adjusting itself to the reality of having a President of visibly African descent. And yet, the historical moments that marked Franklin’s entry and exit speak volumes about the nature of history as a weapon, the lessons of past wars, and the challenge now confronting those of us who believe in using knowledge to improve the human condition.
1915
Franklin was born on January 2. 1915; it would turn out to be a
momentous year for the United States, not just the Franklin family. If there was ever a moment that attested to the power that historians can wield, this was it. The president of the United States, Woodrow Wilson, held a Ph.D. in history. After promising to be a civil rights advocate to get black votes during the election of 1912, Wilson segregated the federal workforce, dismissing an appeal from civil rights leader Monroe Trotter with the contention that, “Segregation is not humiliating, but a benefit…
Quotes from the fifth volume of Wilson’s encylopedic, “History of the American People,” had been used by filmmaker DW Griffith to lend credibility to his cinematic bouquet to the Ku Klux Klan, Birth of a Nation. Wilson screened the film in the White House, proclaiming it, “History written in lightning!” Protests from the National Association of Colored People and black newsThe KKK, weakened during the Grant administration, once again became a force in national life, with deadly consequences. Wilson also ordered American troops into Haiti in 1915 in what James Weldon Johnson’s investigative reporting revealed as an “imperialistic venture” that became “a dark blot on the American escutcheon.” Wilson’s scholarly expertise helped him fit these and other anti-democratic actions into an argument that, as he said of America’s entry into World War I, his administration was making the world “safe for democracy.”

Franklin’s birth year also coincided with the death of Booker T. Washington, founder of Tuskegee Institute (now University), the “Great Accommodator” who counseled blacks to patiently acquiesce to Jim Crow, develop their moral character and focus on vocational education and business development. In his autobiography, Up From Slavery Washington argued that following his advice would surely elicit the good will of the white power structure and result in fairer treatment for African Americans over time:
My own belief is, although I have never before said so in so many words, that the time will come when the Negro in the South will be accorded all the political rights which his ability, character, and material possessions entitle him to. I think, though, that the opportunity to freely exercise such political rights will not come in any large degree through outside or artificial forcing, but will be accorded to the Negro by the Southern white people themselves, and that they will protect him in the exercise of those rights.
As if to underscore the growing rejection of the accommodationist doctrine among African Americans and their allies, the premiere of Birth of a Nation that year occasioned wide-scale protests from both the NAACP and black newspapers such as Charlotta Bass’ California Eagle. We now know, of course that Washington himself was secretly engaged in some civil rights agitation of his own, by lending financial and material support to lawsuits aimed at attacking disfranchisment and segregated public accomodations, and unequal treatment in the criminal justice system.
From his earliest days, Franklin absorbed both the realities of racism and the belief that it had to be met with rigorous preparation of character and the determined pursuit of justice.
The child of a lawyer father and a mother who was both a teacher and entrepreneur, Franklin was named for John Hope, then president of Morehouse College, and after 1929, president of Atlanta University. Hope had taught John Hope Franklin’s father, first at Roger Williams University, then Morehouse. had dared to envision an institution of higher learning where black youth were assumed to be capable of serious intellectual work. In this, he was allied with other black intellectuals such as the protean scholar-activist WEB Du Bois, the founder of Atlanta’s sociology department.
Like Hope, Du Bois believed that the truths revealed by rigorous research were the foundation on which public policy and civil rights advocacy should be based. Sometimes that research led to a starting and prescient view of world events, as in his May, 1915 essay, “African Roots of War.” While the US and its allies cast World War I as a battle to defend democracy, Du Bois cast it as a battle among Western powers to control the resources and markets of non-Western territories, especially in Africa:
“The present world war is, then, the result of jealousies engendered by the recent rise of armed national associations of labor and capital, whose aim is the exploitation of the wealth of the world mainly outside the European circle of nations. These associations, grown jealous and suspicious at the division of the spoils of trade-empire, are fighting to enlarge their respective shares; they look for expansion, not in Europe but in Asia, and particularly in Africa. ‘We want no inch of French territory,’ said Germany to England, but Germany was ‘unable to give’ similar assurances as to France in Africa.”
This is the kind of analysis that would be hotly debated in the coming years at ASALH conventions, and in the pages of the journals that it would come to publish, the Journal of African American History, the Black History Bulletin. and more recently, the Woodson Review
A Portrait of the Scholar as a Young Man
Like Hope and Du Bois, Franklin would hew to this creed as part of the next generation of scholars. He would take Du Bois’ example so seriously that he followed the elder scholar’s educational path: undergraduate study at Fisk, followed by a Ph.D. in history at Harvard. In his 2005 autobiography, A Mirror to America, he wrote,
“[I]t was armed with the tools of scholarship that I strove to dismantle those [racially restrictive] laws, level those obstacles and disadvantages, and replace superstitions with humane dignity.”
Carter G. Woodson’s ASALH would prove invaluable to the fulfillment of Franklin’s quest. Woodson, the second African American to earn a Ph. D. at Harvard after Du Bois, founded ASALH to promote, create and disseminate accurate information about African Americans not only among scholars and policymakers, but in homes, churches and communities. I’ve written elsewhere about the role that ASALH’s encyclopedias played in helping me see possibilities for myself beyond my limited childhood circumstances. In his autobiography, Franklin captures part of what is special about the ASALH annual conference in this description of the first one he attended, in 1936:
“The remarkable thing about this meeting, although I did not know it at the time, was how schoolteachers and laypeople were as much a part of the organization as the professionals. Dr. Woodson, serving as executive director, cultivated the teachers, for he was as determined to see Negro history taught in the schools as he was devoted to scholarship in the colleges. Thus, several schoolteachers read papers on the inclusion of Negro History in their school’s curriculum as, indeed, did several college professors.
“Dr. Woodson likewise emphasized the importance of making the association racially inclusive. Virginia’s white superintendent of education, Sidney Hall, as well as W. Herman Bell of Hampdon-Sydney College, Garnett Ryland of the University or Richmond, and other white scholars were in attendance.”
Franklin went on to describe how Woodson encouraged non-historians to assume leadership positions in the organizations, citing the 1936 election of Mary McLeod Bethune to the organization’s presidency. Franklin reports that he found himself invited to breakfast with Mrs. Bethune and others on the morning of her election, which came while she was on leave from the presidency of Bethune-Cookman college in order to serve in the Roosevelt administration. while at the convention, Franklin received word that his mother was seriously ill in Oklahoma. Both the president of Virginia State College, which was hosting the event, and Woodson himself offer him travel money to get home.
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Everything Franklin describes about the convention he attended in 1936 reminds me of what I’ve seen during my attendance at prior ASALH conventions during the past decade. One still sees active involvement of lay historians and K-12 teachers alongside emerging and established scholars. Non-historians still have prominent leadership roles (including yours truly – I have served on the organization’s advisory board alongside Dr. Franklin and such prominent scholars as Henry Louis Gates, director of the WEB Du Bois Institute of Afro-American Studies at Harvard.)
Most impressive to me, the ethic of care between older and younger scholars is still very much in evidence. Talk to young academics who come to ASALH, and it is not unusual to hear them express their delight that a luminary such as Nell Painter, Darlene Clark Hine, or John Bracey or Daryl Michael Scott took the time to come to their session,or offer advice. I still recall my own delight at the 2003 convention when I happened to find myself in conversation with Dr. Edna McKenzie, a historian who began her career as a pioneering journalist documenting segregation in World War II-era Pittsburgh.
I have spent some time discussing the open and nurturing atmosphere at ASALH because I think it is essential to understanding how scholars such as Franklin, and indeed, Woodson himself, persevered in fostering the academic study of African Americans in the face of persistent ignorance and hostility. Franklin went on to produce books such as From Slavery to Freedom: a history of African Americans, which has remained in print for more than 60 years, and to become a nationally-respected authority on race. While the study of African American history and life is more widely accepted than it was in the early days of ASALH, serious students of history again find their field subjected to political forces that would discard and distort the historical record in favor of ideology. The most egregious recent example is the Texas school board’s euphemistic description of slavery as the “triangular trade.” There have, however, been other examples, such as the Christian school in North Carolina that gave students a pamphlet excusing slavery.
So on to ASALH, and a gimpse of new tomorrows through the lenses of the past.




