[Note: Any changes from the copy handed out
in class are marked in
yellow]
Instructor: Ira Chinoy Section 0101: Mon. &
Weds., 10-11:50 p.m.
Office: Room 4100 Section 0201: Mon. & Weds., 2-3:50
p.m.
Phone: 301-405-8208 (o) Classroom:
JRN 3102
301-718-4322 (h) Office Hours: By appointment
E-mail: ichinoy@jmail.umd.edu Class Web site: http://jclass.umd.edu/cars/772/
Bio: http://www.merrill.umd.edu/directory/details.cfm?id=9
Course Description and
Goals: This
is a course in the basic elements of computer-assisted reporting. You will learn
how computer spreadsheet and database programs can be used to find details,
leads and stories in collections of electronic records. With the proper
training and inclination, journalists who are comfortable with these tools can
produce stories that would be virtually impossible to do otherwise. Though this
approach to reporting has roots that stretch back decades, only in recent years
has it moved beyond being an exotic curiosity. As the tools have become more
affordable and accessible, success stories have proliferated, prompting greater
demand for training and for reporters who can do this work.
Six elements will be woven together during the
semester:
Once this course is over, the data skills may slip
away if you do not use them. But even if that happens, I expect you to carry
two things with you. One is an understanding of the potential for
computer-assisted reporting in your work. The other is a mindset. I hope you
will, as a matter of habit, ask the people you encounter in your reporting not
just what they know, but how they know it, and ask to see the evidence.
Prerequisites:
Ø
Graduate students: Successful completion or current enrollment
in JOUR 501, or equivalent professional experience.
Ø
Undergraduate students: Successful completion of
JOUR 320 or JOUR 360.
Ø
Non-journalism majors and special students:
Written permission or professional reporting experience.
You will need to
have a basic knowledge of how to save computer files, copy them to
another location, find them again and use a browser to get around on the
Internet.
Required Text:
Ø The Investigative Reporter’s Handbook: A Guide to Documents, Databases and
Techniques, 5th edition, by Brant
Houston and Investigative Reporters and Editors, Inc. (Bedford/St. Martin’s, 2008). ISBN-13: 978-0-312-44265-1 or
978-0-3-1258997-4. This edition is sold at the
Handouts and Web pages:
Ø There will be frequent handouts in class, and there
will be materials posted on the class
Web site that you will be asked to print out and bring to class. These include assignments, tip sheets,
exercises, answer keys and readings. You will need a three-ring binder to
keep these items organized so you can refer to them while working on
assignments in class or during class discussions.
Ø The Maryland Public
Information Act, available at: http://www.oag.state.md.us/Opengov/Appendix_C.pdf.
You will also receive a paper copy in class.
Ø
The
Ø The guide to Maryland’s Public Information Act in Open Government Guide: Access to Public
Records and Meetings in the 50 States and D.C, 5th Ed. (2006), published by
The Reporters Committee for Freedom of the Press; available at http://www.rcfp.org/ogg/index.php?op=browse&state=MD.
Other Resources
Ø You are encouraged (but not
required) to join Investigative Reporters and Editors ($25 for students).
Benefits include access to tip sheets and training materials for
computer-assisted reporting, a subscription to The IRE Journal,
and access to the IRE archives. You will
also be able to search past issues of Uplink,
a bimonthly publication of the National Institute for Computer-Assisted
Reporting. Uplink provides descriptions of computer-assisted reporting
projects and offers tips and leads for finding data. You can get more
information at http://www.ire.org/ .
Ø The resources page for this
course has a variety of links useful to your wider exploration of
computer-assisted reporting. These include stories, databases, relevant laws
and sites to help you brainstorm ideas for using what you will learn in this
course.
Assignments:
1). Class participation:
Your level of class participation will count for 20 percent of your
course grade and will come from the following elements:
(a). Completion of in-class and take-home assignments.
These will reinforce the learning we do in class and help identify issues
requiring more attention.
(b). Class discussion: You are expected to take
an active part in discussions – and, by extension, to take responsibility
for your own learning. If you are
absent or late to class, you will be missing the opportunity to
participate, and this will be reflected in your grade.
(c). The reporting topics assignment (story critique, Web
resources and Investigative Reporter’s
Handbook chapter outline): Each
student will do a class presentation and handout organized around the theme of
a chapter or part of a chapter from The
Investigative Reporter’s Handbook. This
assignment is designed to get you into the habit of looking for useful
information sources, public records and data in the course of your reporting
and to help you become a close reader of in-depth reporting projects that use
these resources. Details of this assignment
are posted on the
class Web site.
Your
handout to the class will include an outline of a chapter from The Investigative Reporter’s Handbook,
information about several Web sites related to the theme of the chapter, and a
synopsis of a news story connected to that theme. You should build your presentation around
this news story and make connections to concepts from the handbook and to
resources on the Web.
You will get up to 15
minutes for your presentation. The
assignment will be introduced in Session 4 (Sept. 14), and
students will be assigned their chapters and presentation dates. Presentations will begin (one or two per
session) in Session 9 (Sept. 30).
At least 24 hours
before your presentation, you must send me an e-mail with the name
of each Web site you will show us and the URL for each of these Web
sites, along with the URL of the story you have chosen and a
complete citation for the story. Follow
the required format
for submitting these links so I can paste them into the class Web page you
will use for your presentation.
2). In-class exam on databases (Access).
This open-book test in Session 12 (Oct. 12)
will count for 20 percent of your course grade.
3). In-class exam on spreadsheets (Excel).
This open-book test in Session 19 (Nov. 4) will count for 20 percent
of your course grade.
4). Data acquisition project: This will count for 25 percent of your
course grade. You must identify a
database maintained by a local or state government agency in
o Session 5 (Sept. 16): The assignment will be introduced and
discussed, and you will get a set of detailed guidelines.
o Session 7 (Sept. 23): Memo 1 (one page) is due indicating
your main choice for a database to pursue and your reasons for choosing it; you
must also indicate two alternates. You will hear back from me by the next
session either confirming your choice or suggesting you pursue an alternate.
o Session 12 (Oct. 12): Memo 2 (one page) is due reporting on
your initial attempts to learn about the database and to identify and contact
the keeper of the data.
o Session 17 (Oct. 28): Memo 3 (one page) is due reporting
on the status of your project.
o Sessions 22, 23
& 24 (Nov. 16, 18 & 23): Students will make an oral presentation to
the class (8-10 minutes) on their project and submit a 1,000-word
(double-spaced) project report, together with supporting documentation
and a log of contacts with agency officials and employees. During the presentations, we will discuss
your experiences and what steps might be taken to obtain data from reluctant
gatekeepers.
A good grade for this
project is contingent not on getting the database but on a solid, steady,
intelligent effort that takes advantage of your journalistic skills, your
familiarity with the issues in data acquisition, your knowledge of the law and
the approaches we discuss in class.
5). Data
analysis project: This will count for
15 percent of your course grade,
with extra credit given for exceptional work. In this assignment, you
will analyze a database to search for newsworthy patterns, and you will prepare
a story memo outlining a reporting project that could be launched based on your
findings. You will be provided with a database to analyze for this project, or
you may ask for permission from your instructor to analyze a database you
obtain through your data acquisition project.
Further information about this assignment is posted on the
class Web site. The steps in this assignment are as follows:
Ø
Session 20 (Nov. 9): The assignment
will be introduced.
Ø
Session 27 (Dec. 2): Memo 1 (one page) is due is due by the end of class informing me of the
following: the question or questions you
hope to answer with the database; why this would be of interest to an audience of
readers, viewers or listeners (depending on the medium); what you have
discovered in your initial analysis; and what you plan to do to complete the
assignment. You should attach screen
captures of two or three key queries that you are using in your analysis.
Ø
Session 29 (Dec. 9): The final project report is due at the start of class. This is a story memo of 1,000 to 1,200 words (double-spaced), along with supporting materials (such as key
clips), a log of your discovery process,
and any relevant documentation (in
the case of data you did not get from me).
This story memo should be written as if you were trying to get the
attention of a very busy editor and convince that editor to give you the
opportunity to pursue a story you believe is suggested by your analysis. The memo should include what you found to be
newsworthy when you analyzed the data, how the data could be used in a story,
and what additional steps would be needed to complete the reporting for that story. During the final class, you will also briefly describe your project to the class
(about two minutes each), with a particular focus on your process of discovery.
Ø
Also in Session 29 (Dec. 9): In addition to
turning in paper copies of your story memo and supplementary items (discovery
log, relevant clips, etc.), you will be required to bring an electronic copy of your story memo to class. This will be uploaded into a
Grading: The following criteria will be used in assessing
graded assignments:
1. Submission of work by the
stated deadline.
2. Accuracy.
3. Mastery of the concepts and
skills taught in the course.
4. The degree of skill and
critical thinking you apply to the assignment.
5. News judgment.
6. The quality and organization
of your writing or presentation.
7. Effort.
Your work should follow professional standards, including Associated Press style for grammar, punctuation, spelling, sentence construction and word usage. A brief tip sheet with reminders about AP Style and some guidelines for writing is posted on the class Web site.
Attendance and Deadlines:
Because much of the learning in this course will be
hands-on, it is important that you attend every class and show up on
time. If you expect to miss a class because of a
religious holiday, please notify me at the end of the first class. Unless you
have my approval in advance, course work cannot be made up if you do not submit
it on time.
Protecting your work:
If you
are working on your data analysis project outside the classroom, make regular
backups of your work. Keep at least one copy on a portable medium or on a
separate computer or network. This is good practice and will keep you from
getting an F for missed work if your computer crashes.
Participation and demeanor
Though
you will work hard in this class, I hope it will be lively and enjoyable for
all of us. The give and take of classroom discussion is a great opportunity for
all of us to learn.
The only program you should run on your computer
during class is the one we are using at that time for class work. If you have been on the Web or checking
e-mail at your seat before class starts, you must shut these programs down by
the starting time for the class. If your
demeanor interrupts or interferes with the class, your participation grade will
suffer. You may also be asked to leave
class for the day, and you may receive an F on any of the day’s assignments.
Food and drink in the
lab: The
Using the printer in the
lab: Once class starts, you are expected have your
written assignments printed out and available to turn in. Unless you have permission from the
instructor, you may not use the printer
in the lab once the class has started.
Academic Integrity:
The
completed assignments, projects and exams you submit should be based on work
you do alone, not in collaboration with others, unless I instruct you
otherwise. This is to ensure that you have learned the material. It does not
prohibit students from helping each other learn. Just make sure that when it comes to
assignments, what you turn in is your own work.
Students may not consult with each other during midterm exams, and
students who have taken a midterm exam in one section may not discuss it with
students in the other section before both sections have completed that exam.
Along with certain rights, students have the
responsibility to behave honorably in an academic environment. Academic
dishonesty, including cheating, fabrication, facilitating academic dishonesty,
and plagiarism, will not be tolerated. Any abridgement of academic integrity
standards will be referred directly to the dean and the university's Office of
Judicial Affairs. Confirmation of such
incidents will result in earning an “XF” grade for the course and may result in
more severe consequences, such as expulsion. Students
who are uncertain as to what constitutes academic dishonesty should consult the
university’s Code of Academic Integrity at http://www.studenthonorcouncil.umd.edu/code.html
and a discussion of the issues at http://www.studenthonorcouncil.umd.edu/whatis.html.
All
students will be required to sign an academic integrity pledge at the beginning
of the semester covering all assignments in the course.
Students With Disabilities: Students with disabilities
requiring special accommodation during the semester should make an appointment
to meet with me as soon as possible.
Computer Lab
Availability: If you wish to work on data for class
assignments when you are not in the classroom, you will need a computer
equipped with Microsoft Access and Microsoft Excel. These are available
in the
Course
evaluations: In the final session,
students will complete anonymous, written evaluations of the course for the
Class
schedule:
In addition to the readings and assignments noted below, other assignments may be given out in class. The instructor may modify this schedule during the semester to better meet the needs of the class. Some of the readings on the CAR class Web site require the special login for this course. You will be given those login instructions at the first class session. The data for the Access and Excel exercises, tip sheets and most of the answer keys are also on the class Web site, and you will get instructions on how to download them.
Session 1 (Monday, Aug.
31): Introduction to the course.
Assignment
for next class:
Ø Read this syllabus.
Ø Familiarize yourself with the class Web site.
Ø On the class Web site: Print out and complete the student background sheet if you did not do so in class.
Session 2 (Wednesday,
Sept. 2): Introduction to “interviewing”
data: filtering records.
Required reading for next class:
Ø
On the
class Web site: Two
computer-assisted reporting projects (linked on the class site) and selections
from your textbook, The Investigative
Reporter’s Handbook (Preface and Chapters 1-5); includes a writing
assignment.
Ø On the class Web site: Read the tip sheet on writing and AP Style.
Monday, Sept 7: No
class (Labor Day)
Session 3 (Wednesday, Sept. 9): Discussion
of the role of computer-assisted reporting in the newsroom and structure of
computer-assisted reporting projects.
Required reading for next class:
Ø On the class Web site: Reporting topics assignment.
Assignment
to complete for next class:
Ø Access exercise 1.
Session 4 (Monday, Sept. 14): Review of filtering records; grouping; database structure issues; assignment of the reporting topics assignment.
Required reading for next class (you will be given copies of these in class):
Ø
On the Web:
Ø On the Web: Chapter 1, Attorney General’s Public Information Act Manual.
Ø On the Web: Chapter 2, Attorney General’s Public Information Act Manual.
Ø On the Web: “It’s Your Right to Know”
Session 5 (Wednesday, Sept. 16): Public records; assignment of the data acquisition project.
Required reading for next class:
Ø On the class Web site: Data acquisition project materials.
Session 6 (Monday, Sept. 21): Continued discussion of data acquisition project.
Assignment
to complete for next class:
Ø Access exercise 2.
Ø Memo 1 for the data acquisition project.
Session 7 (Wednesday, Sept. 23): Grouping review; cross-tabs and using “where” in queries; continued discussion of data acquisition project.
Required reading for next class:
Ø On the class Web site: Computer-assisted reporting project.
Assignment
to complete for next class:
Ø Access exercise 3.
Session 8 (Monday, Sept. 28): Cross-tab and “where” review; linking tables; continued discussion of data acquisition project.
Assignment
to complete for next class:
Ø Access exercise 4.
Session 9 (Wednesday, Sept. 30): Linking review; other functions; review
exercises; reporting topics assignment presentations begin.
Assignment
to complete for next class:
Ø Access exercises 5 and 6.
Session 10 (Monday, Oct. 5): Database review.
Session 11 (Wednesday, Oct. 7): Importing and exporting data; continued
discussion of data acquisition project.
Assignment
to complete for next class:
Ø Memo 2 for the data acquisition project.
Session 12 (Monday, Oct. 12): Database exam in class.
Session 13 (Wednesday, Oct. 14): Navigating
spreadsheets, sorting, and formulas.
Assignment
to complete for next class:
Ø Excel exercise 1.
Session 14 (Monday, Oct. 19): Rates, percents, change, rank,
share of total, reference.
Assignment
to complete for next class:
Ø Excel exercises 2 & 3.
Session 15 (Wednesday, Oct. 21): Exercise – finding the story.
Assignment
to complete for next class:
Ø Excel exercise 4.
Session 16 (Monday, Oct. 26): Finding the story (continued).
Assignment
to complete for next class:
Ø Memo 3 for the data acquisition project.
Session 17 (Wednesday, Oct. 28): Pivot tables and functions; review exercise.
Assignment
to complete for next class:
Ø Access exercises 4A and 5.
Session 18 (Monday, Nov. 2): Spreadsheet
review.
Session 19 (Wednesday, Nov. 4): Spreadsheet
exam in class.
Required reading for next class:
Ø On the class Web site: Data analysis project assignment.
Session 20 (Monday, Nov. 9): Introduction of the data analysis assignment;
discussion of final data acquisition reports.
Required reading for the next class:
Ø
On the class
Web site: Materials for discussion
of data analysis; includes a writing assignment.
Session 21 (Wednesday, Nov. 11):
Approaches to data analysis; lab work on data analysis projects.
Session 22 (Monday, Nov. 16): Presentations
of data acquisition projects begin – oral reports and submission of written
reports.
Session 23 (Wednesday, Nov. 18): Presentations continue.
Session 24 (Monday, Nov. 23): Presentations continue, followed by discussion of the
group’s experiences.
Session 25 (Wednesday, Nov. 25): There will be no formal class meeting.
Students are encouraged to use this time for independent work on projects.
Session
26 (Monday, Nov. 30): Lab work
on data analysis projects.
Assignment
to complete for next class:
Ø
The
Investigative Reporter’s Handbook, Chapters 6 and 7.
Ø Memo 1 for the data analysis project (due by the end of the next class).
Session 27 (Wednesday, Dec. 2): The visual display of data; lab work on data
analysis projects.
Required reading for next class:
Ø
On the Web: “20 Questions A Journalist
Should Ask About Poll Results,” 3d ed., by Sheldon R. Gawiser and G. Evans
Witt.
Session 28 (Monday, Dec. 7): Polls and surveys; lab work on data analysis
projects.
Session 29 (Wednesday, Dec. 9): Final written data analysis project
reports are due at the start of class.
Students will make brief informal presentations on their projects. In addition to a paper copy of the
story memo and supplementary items, each student will bring an electronic
copy of the story memo (without supplementary materials) to be uploaded
into a