Each year, the Urbino Project’s faculty acknowledges the best student work of the summer with the Raffie Awards. Named in honor of Urbino’s most famous former citizen (the Renaissance artist Raffaello Sanzio da Urbino or simply Raphael), the Raffies are awarded during a ceremony at the end of the program. The 2015 Raffie winners are:
- Best Text Story: Manuel Orbegozo for “The Other Urbino”
- Best Photo Story: Sarah Eames for “From Farm to City Hall”
- Best Video Story: Caroline Davis & Michele Goad for “Craftsmanship and Woodworking in Urbino”
- Best Multimedia Student: Michele Goad for “The Italian Pulitzer?” and “Craftsmanship and Woodworking in Urbino”
- Best Text Story: Tessa Yannone for “Not Olive Oil…But Olive Liquor”
- Best Photo Story: (tie) Deanna Brigandi for “Man’s Best Friend, in Training” and Devon Jefferson for “Urbino’s Fashion Night Out”
- Best Story Package: Rachel Mendelson for “Carved in Stone”
- Best Magazine Cover Photography: Kendall Gilman for “Porta Santa Lucia Arch”
PROMOTIONAL VIDEO PROJECT
The Institute for Education in International Media (ieiMedia) invites communications faculty at accredited American colleges and universities to apply for Research Fellowships at its 2016 summer media programs in Croatia, France, Israel, Italy, Northern Ireland, Norway, and Spain.
Accepted Research Fellows will receive a $3,000 grant toward the $4,995 cost of a program and will have access to all the amenities of the program site. Non-participating spouses are welcome at a cost of $1,200 for four weeks; children, unfortunately, are not allowed. Fellows will pay their own airfare and insurance.
Research Fellows will have regular informal access to the program faculty for pedagogical and theoretical exchanges. In addition, they will participate in one or more of the program’s teaching modules and will serve as a resource to faculty and students where appropriate. We have created these opportunities in response to many queries from comm faculty interested in investigating the techniques and effectiveness of experiential learning, boot-camp teaching, short-term programs, and intercultural reporting.
In 2014, our first Research Fellow, Barry Janes, professor of communication at Rider University, participated in the Urbino Program, where he assisted in the video module and advised students on their projects. He returned in 2015 as a full faculty member.
This summer, the Urbino Program hosted two Faculty Fellows, Sonya DiPalma, assistant professor of public relations at University of North Carolina, and Suzanne Popovich Chandler, assistant professor in creative media and broadcast electronic media at University of Oklahoma. In addition, Jack Zibluk, professor of mass media at Southeast Missouri State University, joined the team of the Istanbul Program as a Fellow.
Istanbul Program Director Mary D’Ambrosio, assistant professor of practice at Rutgers University, agrees: “A faculty fellowship is a great way to learn about teaching abroad, and to have an opportunity to contribute one’s own expertise to an international program.”
“As a Fellow, while observing the vast experience assembled in Urbino,” she says, “I knew students would learn photography, writing, video, and magazine production. What I did not anticipate was the extent they would grow not only as truly gifted multimedia journalists producing amazing work, but also as adult citizens of a global economy, as individuals with curiosity who embrace and appreciate the similarities as well as diversities among us.”DiPalma interviewed Urbino students for a research paper tentatively titled “Experiential Learning in a Foreign Culture,” which she will submit to the 2016 AEJMC Southeast Colloquium. “IeiMedia provides the ultimate faculty development experience for learning how to teach the three components of a multimedia package–text, photo story and video story,” she says. “Take advantage of the opportunity to revitalize your application courses through in-depth conversations with professionals from both academia and the media.”
To apply: Email me at firstname.lastname@example.org to explain your interest in this opportunity and how it might have an impact on your teaching or administrative role. If there is a particular research question you plan to address, please describe that. Include with the email your vita, a letter of recommendation from your unit head, and a sample of or link to your writing, other work or research. We expect a written reflection at the end that you may also share with your department.
Michael Dorsher, Ph.D., a journalism professor at the University of Wisconsin-Eau Claire and former Fulbright Scholar, has accepted appointment as admissions director of the Institute for Education in International Media, ieiMedia Founder and President Andrew Ciofalo said today.
As admissions director, Dorsher will be responsible for vetting applicants to all eight of ieiMedia’s 2016 summer study abroad programs, answering inquiries, collecting references and coordinating communication among applicants and program directors. Dorsher also will continue as program director of ieiMedia’s multimedia journalism program based in Nice, France, a position he has held the past two years.
“I’m happy to be taking on increased responsibilities with ieiMedia,” Dorsher said, “because I’ve found it to be the absolute best study abroad program for journalism and communication students – and faculty. There’s no better preparation for success in today’s global society than an intensive cross-cultural, multimedia study abroad program such as ieiMedia’s.”
In addition to leading ieiMedia’s Nice-based program, Dorsher led study abroad students to Peru in 2012 and England in 2008. Conversant in French and Spanish, he studied abroad himself as a post-doctorate Fulbright Scholar at Montreal’s McGill University in 2008-09 and as an undergraduate at England’s Oxford University. He earned a doctorate in mass communication from the University of Maryland in 1999 and joined the faculty of the University of Wisconsin-Eau Claire in 2000.
Dorsher is the co-author of a leading media ethics textbook and an active researcher and freelance journalist. Before entering academia, he was an award-winning reporter and editor for 20 years, capped by four years as one of the founding homepage editors of washingtonpost.com.
The same organizational skills and attention to detail that made Dorsher a top-level editor and successful program director will make him an excellent admissions director, Ciofalo said. “He makes my job easier, and he’s passionate about study abroad. What more could I ask?”
Urbino instructor Bob Marshall was the reporter for a groundbreaking piece of journalism that won the “Gannett Award for Innovation in Watchdog Journalism” by The Investigative Reporters and Editors (IRE) organization.
The award was for “Losing Ground,” an interactive journalism project showing how much of coastal Louisiana has disappeared over the last 80 years. The story was reported by Bob Marshall of The Lens, along with application developers Al Shaw and Brian Jacobs of ProPublica. The piece utilized historical maps, aerial photos, and satellite images to show the devastation of the Louisiana coast over time.
The annual IRE Awards recognize outstanding investigative work and help identify the techniques and resources used to complete each story. “Not only did ‘Losing Ground’ apply innovative techniques coupled with extensive shoe leather reporting, it furthered The Lens’s ability to be a watchdog for its community,” the judges wrote.
Marshall, a two-time Pulitzer Prize-winning journalist, was an environmental reporter and columnist at The Times-Picayune (New Orleans) for more than 30 years. In 2013, he moved over to “The Lens,” a nonprofit, nonpartisan public-interest newsroom in New Orleans where he produces in-depth stories on wetlands restoration, flood protection, and coastal erosion.
Marshall taught reporting in Cagli, Italy in 2008 and in Urbino, Italy in 2009, 2011, 2012, 2013 and 2014. He will return to Urbino in 2015.
Two talented young photographers are the first recipients of ieiMedia’s James Foley Memorial Scholarship in International Photojournalism, established in honor of the photojournalist who was tragically executed last August while covering the war in Syria.Manuel J. Orbegozo, a senior at Humboldt State University in Arcata, California, received a $5,000 scholarship to attend the Urbino program. In 2012, Orbegozo worked as a photographer and writer at “Siete,” a weekly magazine based in Lima, Peru. There, he founded Azotea, a citizen journalism site that covered the capital’s political and cultural life. He is currently editor-in-chief of El Leñador, focused on the Latino community in Humboldt County. In his scholarship application, Orbegozo wrote, “As a college journalist, I realized that my degree could be achieved in a classroom, while my overall skills could only be refined through an experience abroad.”
Emily Teague, a freshman at California State University in Chico, received a $2,000 grant to attend the Jerusalem program. While still in high school, Teague was hired as a photojournalist for Chico State’s award-winning newspaper, The Orion. She was named “Best Photographer” on The Orion’s staff, and won fifth place in a national photojournalism competition at the Associated Collegiate Press. In September 2014 she photographed at the front lines of the “Flood Wall Street” direct action and at environmental protests in New York, Pittsburgh, and throughout California. She’s spending this semester traveling and photographing in Europe.
“We were impressed with the high level of work in many of the submissions,” says Dennis Chamberlin, photography instructor in the Urbino Program and a Pulitzer Prize-winning photojournalist. Chamberlin and photo instructors Susan Biddle and Robert Reeder reviewed the applicants. “It was difficult for the jury to choose only one winner because there were several portfolios that were quite strong.”
In Urbino, Orbegozo will study with Chamberlin and Susan Biddle, former Washington Post staff photographer and White House photographer. In Jerusalem, Teague will work with Linda Gradstein, formerly of National Public Radio; Ilene Prusher of The Jerusalem Post; and Cathy Shafran, who has worked in the Jerusalem bureaus of ABC, CNN, Associated Press Television News, Britain’s ITN, and Canada’s CTV.
“This has been a successful inaugural program for this scholarship,” says ieiMedia president and founder Andrew Ciofalo. “We will continue to offer it next year as part of our commitment to emphasizing the importance of photojournalism in our program. The excellence of our applicants this year resulted in our establishing the Foley Grant in the amount of $2,000 for distinguished runners up. We plan to continue this grant as well.”
For summer 2015, ieiMedia welcomes four Research Fellows who will investigate the techniques and effectiveness of experiential learning, boot-camp teaching, short-term programs, and intercultural reporting in our programs in Urbino, Italy; Istanbul, Turkey; Valencia, Spain; and Nice, France.
The 2015 ieiMedia Research Fellows are:
In Urbino: Frank Garland, Journalism Communications Program director at Gannon University, Erie, Pennsylvania
In Istanbul: Jack Zibluk, Professor of Mass Media at Southeast Missouri State, Cape Girardeau, Missouri
In Valencia: Kanina Holmes, Assistant Professor of Journalism at Carleton University, Ottawa, Ontario
In Nice: Sonya DiPalma, Assistant Professor of Mass Communications, University of North Carolina, Asheville
Research Fellows receive a $3,000 grant toward the $4,995 cost of our programs and will have regular informal access to the program faculty for pedagogical and theoretical exchanges. In addition, they will participate in one or more of the program’s practice modules and become a resource to faculty and students where appropriate. IeiMedia launched the Research Fellows program in 2014, when Barry Janes, professor of communication at Rider University, joined the team of the Urbino Program, where he participated in the video module and advised students in their projects.
“Our four awards this year mark a high point for this program,” says ieiMedia president and founder Andrew Ciofalo. “Our objective is to approve one for each or our seven programs. We will continue this because there is a need for exposing faculty to the value and methods of experiential teaching, especially in foreign settings where it is most effective.”
To apply: Write to Prof. Andrew Ciofalo, 4195 Tamiami Trail South #102, Venice FL 34293-5112. Explain your interest in this opportunity and how it might have an impact on your teaching or administrative role. If there is a particular research question you plan to address, please let us know. Include with the letter your vita, a letter of recommendation from your unit head, and a sample of or link to your writing, other work or research. We expect a written reflection at the end that you may also share with your department.
While ieiMedia is a non-denominational institute, its educational approach is better understood within the context of Ignatian philosophy that informs education at Jesuit universities. I am Professor Emeritus at Loyola University (Maryland), where I taught journalism for 27 years.
The ideals of Jesuit education involve engaging the world and the development of the whole person. Initiative, professionalism and citizenship—all fully graded components in ieiMedia summer programs abroad—are among the hallmarks of experiential learning that support the education of the whole person beyond the mere acquisition of media skills. Applied ethics underlies all student decisions and actions in an experiential learning environment. I believe that from the get go, students should be exposed to Joseph Pulitzer’s dictum, still found on the masthead of the St. Louis Post-Dispatch, that places the practice of journalism at the service of those who have no voices in the halls of power. This is the secular root of all liberal journalism which intertwines very nicely with the “peace and justice” perspective we find threaded throughout Jesuit education today.
In field-based practica, the classroom gives way very early on to a collegial relationship between teacher and student, mimicking the relationship between editor and writer. Within that context the educational process becomes very individualized and uses the student’s mistakes and errors not to punish him but to exploit “learning opportunities”—the very essence of experiential learning.
Process courses, such as writing and reporting, usually work best when students are liberated from the inhibiting environment of the classroom. As long as the professor expounds from the front of the classroom, the student is kept in a receptive mode rather than interactive, regardless of how Socratic the method may be. Switching into a collegial mode accelerates learning at the cognitive level and, most importantly, reinforces the student’s self-awareness and ergo self-confidence. Launching the student on an inner journey of self discovery enables every aspect of cura personalis (care for the whole person).
In the typical lecture/discussion course, the opening salvo of overarching ideas and principles does little to foster the interactive learning environment. Thrusting students right into the fray, giving them the courage to make mistakes, builds the experiential skeleton which can later be fleshed out with theoretical concepts. When the professor and the student share a common experiential base, abstract discussions of principles and theory (including behaviors) are more cognitively effective.
In teaching long-form writing courses, the tendency is to start with various professional and literary models which through osmosis and analysis are supposed to inform the students’ understanding of what he is supposed to do. The fact is, the analysis will be better later on after the student has personally experienced the process and begun to find his own voice rather than mimic other voices.
My approach is to use a series of exercises to develop the building blocks students will need before creating their own narrative. At this stage, students need feedback and not a grade. In fact, it is the repetitive act of writing that activates new neural pathways to creativity. Peer learning is important at this stage because shared work shows how others are approaching the exact same material. This accelerates the learning process and reduces the number of writing tasks required to bring students to a common level of performance and understanding.
In the narrative stage, the role of the professor/colleague is to reference the text to the building blocks and ask the student to assess his own performance and do any necessary rewrites to enrich the various parts, sentence by sentence. At the same time, the student assesses his text to determine if it has met his objectives and if those objectives are of any value to the audience, and if not, how to reorganize to accomplish that goal. In many writing courses, it is one first draft, one rewrite and out. In experiential learning, one directs the student to restructure the narrative one step at a time (e.g., “This is good so far; now go back and add [this]”). A student’s achievement is best measured not by grading multiple articles based on a truncated two-step process; two narratives are all that is needed—a first narrative that is the product of multiple drafts, and a second narrative that is not subjected to a guided drafting process.
Building from the bottom up, that is the essence of Jesuit pedagogy.
“Louisiana’s Moon Shot,” the second in a two-part series on Louisiana’s rapidly disappearing coastline, was posted today. The story was reported and written by Urbino instructor Bob Marshall, with data reporting and maps by Al Shaw of ProPublica and Brian Jacobs of Knight-Mozilla OpenNews. You can read the piece and view the interactive maps at: http://projects.propublica.org/larestoration
Marshall covers environmental issues for The Lens, a nonprofit, nonpartisan public-interest newsroom in New Orleans. Before working at The Lens, he was a feature writer and columnist whose work at The Times-Picayune (New Orleans) earned two Pulitzer Prizes.
His most recent project called “Losing Ground” is an innovative piece of multimedia journalism written by Marshall with data reporting, maps and design created in cooperation with Al Shaw of ProPublica and Brian Jacobs of Knight-Mozilla Open News. The project appears at http://projects.propublica.org/louisiana. It is gaining significant national exposure. Marshall was recently interviewed on “All In with Chris Hayes” on MSNBC.
You can read the Salon article at: http://www.salon.com/2014/11/28/is_louisianas_coastline_beyond_saving_partner
More information about the Urbino project can be found here: http://ieimedia.com/urbino.
After five summers of teaching abroad with ieiMedia, I’ve seen students take different approaches to the study-abroad experience. Some mostly stick with their compatriots; others dive into the local community, seeking out cultural challenges.
Many of our students have described their experiences overseas as life-changing, but each year a few adventurous students get a little more out of it than others. Here are a few things I’ve learned from them:
1) Be curious. Studying – and, even more, reporting — abroad gives you the opportunity to peak behind the curtain of people’s lives. Don’t be afraid to ask questions. Inquire about customs, foods, fashions and traditions that seem foreign to you. Most of the time locals are happy to share their culture with you.
2) Get to know your interpreters. Many of the ieiMedia interpreters are local students who are eager to practice their English and translation skills with visiting journalists. They can also offer a special window into their culture. One summer in Jerusalem, an interpreter invited me and a student to her family’s Old Jerusalem home to share the iftar break fast, the meal when Muslims end their daily Ramadan fast at sunset. Over the course of that dinner of chicken and yellow, spice-infused rice, it became clear that though the family lived in a predominantly Jewish city, the American student and I were the first Jewish people to ever visit their home. The interpreter’s mother and I didn’t speak each other’s language but, communicating through the young interpreter, we were able to forge a profound bond.
3) Become a regular. One of the biggest differences between touring and living in a community is that you get a chance to get to know regular people – not just hotel clerks and tour guides but shopkeepers and baristas. In each place I’ve taught, I’ve tried to develop a relationship with local people. In Perpignan, it was with the woman who ran the produce store near my apartment. As my French improved we would have simple chats about her cat and what fruits were best that day. In Jerusalem, I developed a fondness for the fresh halva sold at Halva Kingdom in the Machane Yehuda Market, where the proprietor and I would debate which was the best flavor of the sesame candy – pistachio, cashew, chocolate or coffee.
4) Network like crazy. In most ieiMedia programs, students have an opportunity to meet with local and international media professionals. But each summer a few students go beyond the routine smile and handshake and parlay those meetings into professional opportunities. One summer in Urbino, San Francisco State University photography student Giovanna Borgna published photographs with the local newspaper, il Resto del Carlino. In 2013, Amara McLaughlin of Mt. Royal University published a story and photos in The Jerusalem Post. Maya Shwayder, another Jerusalem student, so impressed the Post editors that she became the newspaper’s correspondent in New York and at the United Nations after she returned home. You can read her work on the newspaper’s website.
ieiMedia Blog: Browse Topics
Latest Blog Posts
- Urbino Project Announces 2015 Raffie Award Winners
- IeiMedia Invites Applicants for Faculty Research Fellowships, Summer 2016
- ieiMedia Names Admissions Director
- Urbino Instructor Bob Marshall Honored with “Watchdog” Award
- Two Photojournalism Students Win Foley Awards
- Four Research Fellows Join IeiMedia Summer Programs
- A Jesuit-based Model for Experiential Learning
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by Stephanie Henkel, California State University, Northridge, Istanbul Project 2014