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Sharing My 9/11 With #loweclass

9/11/2014

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I have enjoyed seeing my journalism students engage this week with the 13th anniversary of the Sept. 11 terrorist attacks. I posted this in the #loweclass group on Facebook on Sept. 4:
This email came this summer from Dr. Karen Slattery: "I am wondering if you would be available to speak to both sections of my DJ 1500 classes on Monday, Sept. 8. That day, we will be talking about interviewing victims of trauma. It occurred to me that your work on 9/11 would be right on topic and would give the students the chance to hear about what it was like to be part of that tragic event from the perspective of a journalist."

I could not say no to my faculty colleague. So since JOUR 2100 meets the same time as her morning class, we will meet together. Both classes are expected to read my "9/11 Chronicle" in advance of the session and pepper me with good questions about my experience. Check out the accompanying links that are still active, too. Your interviewing skills will be tested. So will your reporting skills. That means you should do other research on your own about journalists covering tragedy and mayhem.

This joint session should last about an hour. ‪#‎loweclass‬ will then write a related blog post during the second part of our class -- with a full-fledged profile assignment to follow for Wednesday's class. So you will need quotes and a sense of the room, etc. Again, interviewing and reporting. There should not be questions like, "What newspaper were you working for on 9/11?" Don't let JOUR 1550 show up JOUR 2100. Please.

Make no mistake, both classes – nearly 30 students total – asked great questions as I sat before them for about an hour Monday in Johnston Hall, home of the Diederich College of Communication at Marquette University. Students entering colleges and universities as freshmen this year were in kindergarten in 2001. These ones firing questions at me as if it were a news conference were in elementary school. They all can either remember what they were doing that morning or how people around them acted. One was living in Manhattan.

Slattery's class all had digital recorders in front of me as I spoke. Their assignment afterward included creating a news report suitable for radio or the Web. She had me do the same exercise for her afternoon class. Thankfully, it asked some different questions, so that hour of time was equally enjoyable. It also helped that Marjorie Valbrun, another journalist spending the year at Marquette as an O'Brien Fellow, chimed in with her experiences as a journalist on 9/11.

My students returned to our classroom after the morning session, had a quick newsroom meeting about what had just transpired – and then had 25 minutes to write a blog post offering their immediate perspective (for online). They then had 48 hours to write a news profile about the guest speaker and his 9/11 experience (for the next day's paper).

Is it weird having your students write about you? Yes. But I learned a lot about each one of them via their blog posts. As I look forward to reading their profiles this weekend, I am happy to report that they also used my and their 9/11 experiences to create Storifys, thus learning how to curate social media. They did so within a day. No sense waiting until Monday to write about something that everyone is focusing on today, I told them. Eager to read those, too. Many thanks to my colleague for enabling me to share the most momentous day of my career with our students.

With the coming 13th 9/11 anniversary, it was to incredible to hear an account from a journalist on that day from @herbertlowe #loweclass

— Henry (@HenryGreening) September 8, 2014

"Some incredible journalism happened that day. It gave reporters a chance to rise to the best of their ambitions and abilities." #loweclass

— Maddy Kennedy (@HeyMaddyK) September 8, 2014

He was a grenade of wisdom and passion. With each interview question, the students pulled the pin. #loweclass #favoritesentence @herbertlowe

— Jenna Ebbers (@jenna_ebbers) September 10, 2014

I'm finding it difficult to describe how I feel about today's #loweclass. Very emotional hearing @herbertlowe talk about his 9/11 experience

— Tom Conroy (@TomConroyIsMe) September 9, 2014
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#loweclass Seeks Grammar Glory

8/27/2014

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"It's so easy not to pay attention to grammar sometimes and we all do it, even if we like to think otherwise. After all, we are only human," Kia Garriques writes in a blog post, "How to Start the New Year: Get Serious About Grammar!"

With a new semester beginning this week at Marquette University, and me once again teaching Digital Journalism III (JOUR 2100) in the Diederich College of Communication, I want my 14 students to focus on grammar all the time. Hence my Facebook message last night:

A ‪#‎loweclass‬ rite of passage will happen tomorrow morning. The much-appreciated, nowhere-else duplicated, 50-question grammar, spelling and punctuation quiz is locked and loaded in D2L. It is set to begin at 10 and end at 10:25. As stated Monday, 50 extra-credit points to each student who answers at least 40 questions correctly. Only two students -- Alec Brooks and Rob Gebelhoff -- have earned such glory in five prior semesters.
The post earned three dozen Facebook "likes" and engendered boldness among my friends and family, not to mention well wishes and thoughts of cats from former students of #loweclass – which, by the way, is the Twitter hashtag to follow what my students are doing. A cousin asked why 25 minutes for 50 questions? One doesn't need more than two minutes per grammar question. Three people asked to take the quiz. How cute. I really don't think they are ready.

Several of the questions relate to what's in the Associated Press Stylebook, the "journalist's bible" in newsrooms across America. I insist that my students know AP Style because it helps to teach how to write with clarity, consistency, accuracy and authority. There will be more AP Style quizzes soon as well as the ever popular "AP Style Bowl" that's designed to make it fun to learn.

So, how did the class do with today's quiz? Regretfully, no one scored the requisite 80 for the 50 extra-credit points. Two students were two correct answers shy of the magic number, with both earning a 72. As in past semesters, I will give the quiz -- and another chance at the extra credit -- again near the term's end. Hopefully, then someone else will earn grammar glory.

That moment when you doubt all the grammar lessons you've had: the first of many #loweclass @APStylebook quizzes @MUCollegeofComm

— Estefania Elizondo (@Ely4Estefania) August 27, 2014

50 questions of second guessing myself #APStyle quiz #loweclass

— Elizabeth Baker (@eebaker1231) August 27, 2014

I hope the #APStyleQuiz at the end of the semester will turn out better. #LoweClass

— Brittany Carloni (@CarloniBrittany) August 27, 2014
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Though No Expert, OK with SI & James

7/22/2014

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A screenshot from the Cleveland.com webpage focusing on the coverage of SI's reporting James' decision.
"Sports Illustrated broke the biggest sports news of the summer July 11 when it posted a 950-word piece by LeBron James as told to Lee Jenkins, announcing James' decision to leave the Miami Heat and return to play for the Cleveland Cavaliers," Bob Wolfley begins a recent column, "Sports Illustrated Catches Flak for LeBron James Piece, for the Milwaukee Journal Sentinel. Wolfley asks "four experts in the field of journalism if what Sports Illustrated did here with the James story was good journalism." Yours truly is among his sources, though no one should consider me an expert. Here's an excerpt from the column:
"I absolutely want to use this article in a way to teach my journalism students how it is you can develop sources, why it's important to develop sources, why it's important to develop trust, not only with your sources but with your editors," Lowe said.

Lowe was unequivocal in his praise for the manner in which SI and Jenkins handled James' news: "Journalism is telling stories about people who matter to lots of people and providing an audience with news that is compelling and factual. This is all of that in abundance."

Wolfley noted in an earlier version that I also said no one questioned SI allowing a first-person approach when NBA player Jason Collins revealed he is gay last year; Collins bylined that essay whereas Jenkins interviewed James and then crafted it as James telling it to him. Wolfley also wrote in his earlier version that I had once used the same approach as a young reporter.

I was working at The Virginian-Pilot in the early '90s and profiling a commonwealth's attorney becoming a judge. Upon seeing that I had written it in the form of a letter from the very public official to his absent father, my editor made me call the attorney and read it to him word for word. The attorney stopped me after a few paragraphs. He said he trusted me. He would be fine reading it the next day in the newspaper at the same time that everyone else did.

Not all my colleagues at the time supported the first-person approach. Certainly, not everyone else agrees with SI's decision to essentially allow James the chance to tell his own story -- and very much so better than the basketball great did with "The Decision" on ESPN fours years ago.  The other three "experts" cited in Wolfley's column are definitely not unequivocal with praise for SI's decision making, so much so I seem like a cheerleader by comparison. Be that as it may, here's more good reading on the matter from Sports Illustrated itself as well as The Wall Street Journal, Advertising Age, Deadspin and The Plain Dealer in Cleveland. As I told Wolfley, this will all make for great classroom discussion and teachable moments for me and my students.
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'Ready to Kill This Presentation'

5/7/2014

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Click the image to be taken to another page on this website where you can watch a video recording of my thesis defense.
Brooke Miller, my trusted student assistant, sent me a text message about 30 minutes before the big event on April 8, hoping I was "ready to kill this presentation." My reaction: I just hoped this presentation didn't kill me – or at least have me embarrass myself, her or anyone else.

More than three dozen people – including a honors research methods class from another college at Marquette – came to a large conference room in Johnston Hall to watch me defend my master's degree thesis, "Journalism and Community: A Case Study of the Milwaukee Neighborhood News Service." I had witnessed about five or six thesis defenses in the Diederich College of Communication since entering graduate school in fall 2010. But I was beyond nervous or anxious. The outcome would mark my biggest watershed day in about 11 years.

Sure, the only three people I really had to worry about were my thesis committee: John Pauly, Ph.D., the chairman; Ana Garner, Ph.D. and Erik Ugland, Ph.D., who was listening via speakerphone given he is in the Czech Republic on a prestigious Fulbright Fellowship. But my wife was also taking it in telephonically from Atlanta – and Editor-in-Chief Sharon McGowan and several others invested in the news service were in the room. Otherwise, no pressure at all.

"This a bigger group than we usually have for thesis defenses," Dr. Pauly told the audience just before introducing me, "and this is in part because this is a community-based project. And so as the university looks ahead to more forms of community engagement, I think this is an interesting example for us of some things that we're probably going to be thinking about in the future, perhaps, (and we) wanted to give a chance to people who were touched by this project or involved in it one or another to be here and to hear a little bit about it."

Dr. Pauly set the ground rules: My initial presentation was to be about 15 to 20 minutes, with up to 20 more for questions of me from the audience. He would then ask the visitors to leave the room so the committee could continue the thesis examination with me alone. Well, my presentation lasted a bit longer than 20 minutes, but everyone seemed to enjoy it. I appreciated the audience's thoughtful and caring questions about the thesis and, more importantly, the news service's outcomes and future. One in particular, from Tim Cigelske, the university's director of social media, asked to what extent others not present would get to see my research. (Thanks to the video skills of another student, Arthur Jones, my defense is here in its entirety.) 

"My chairman and I come from different places on this," I said. "No we don't," Dr. Pauly interjected, to everyone's amusement. He insisted the only difference is "the thesis comes first" – that is, abiding by time-honored rituals associated with earning a master's degree. Yes, sir, I replied, but as I told those assembled, while appreciating the opportunities for having my work published in academic journals – see this blog post, "Moving Closer to the Academic Light" – my hope is to transform my thesis from a PDF to an eBook that can be accessed via iTunes.

Truly supportive of my post-thesis ambitions, Dr. Pauly told Cigelske that with respect to "what we (in academe) do with theses and dissertations, I think there are pieces of those projects that we could make more visible to other people, so maybe this would be a good test case."

Time will surely tell about all of that. In a text afterward, Brooke assured me that I did not embarrass her. For my part, I woke up the next morning ready to defend my thesis again.
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My Graduate Thesis Is DONE!

4/17/2014

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This email this morning from Sherri Lex, assistant director for student records for Marquette University's Graduate School, delighted me very much:
Dear Herbert Lowe, 

Congratulations. Your submission, 10772 has cleared all of the necessary checks and will soon be delivered to ProQuest/UMI for publishing.

Translation: My graduate school thesis is DONE! Finally. After 16 months – DONE! No more getting out of bed at 3 a.m. to work on "Journalism and Community: A Case Study of the Milwaukee Neighborhood News Service (NNS)." Hallelujah! 

Much more on this website about my never-ending staircase into the depths of research and scholarship, including full acknowledgments and the penultimate hurdle – my thesis defense last week – soon. For now, John Pauly, Ph.D., my thesis committee chairman, will always have my deepest gratitude. The final result is much more than I ever thought it could be. Hopefully, it is close to what Dr. Pauly believes it should be. Thanks also to the my other committee members: Ana Garner, Ph.D. (“Scribble! Scribble! Scribble!”) and Erik Ugland, Ph.D. Their guidance, support, patience and understanding during this long process means a lot to me.

Thanks also to my thesis informants: NNS Editor-in-Chief Sharon McGowan; NNS reporters Edgar Mendez and Andrea Waxman; Karen Slattery, Ph.D., chairwoman of the college’s journalism and media studies department; and former NNS intern Heather Ronaldson, already one of my favorite former students. And to Lori Bergen, Ph.D., whose foresight as the Diederich College dean helped bring both me and the news service to Marquette; my other journalism and media studies faculty colleagues for their support; and my wife, Mira, whose editing and love knows no bounds, even when tested by the likes of this new scholar.

Have become accustomed to soaking it in during these many months, I asked Dr. Pauly if he had any wisdom for me now that this glorious day has come. Here's his reply:

Wisdom. Hmmm. Take time to savor this moment and enjoy it. Once that’s done, don’t treat the thesis as a requirement that you checked off or something to put on the shelf; rather consider it a life accomplishment on which you can build in the months and years ahead.

Also, think about what you learned about being a student from doing this project. How might your experience of completing a thesis be helpful to you in your own work with students? How are you going to inspire students to take on a big challenge and work much harder than they thought themselves capable of? That’s all I got for now. Campus is dead, which means it’s just me and my notes and my book manuscript. Fantastic!

"Savor the moment and enjoy it." Check and check! As for the rest of his advice? Well, I'm not trying to hear all that right now. (OK, given I also have become accustomed to resisting his advice in the afternoon, only to awake at 3 a.m. and do everything he told me to do, I'm sure I will tend to his questions and inspirations soon enough.) For now, it's time for golf!
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#loweclass Makes Video Efforts Work

5/15/2013

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Check out this video profile of Kal Riebau, a student manager for the Marquette University men's basketball team.
Perhaps final projects show how well students have been taught as much they have learned each term. So I was quite worried about the projects the 18 students in my Digital Journalism III course would produce this semester. OK, I expected nothing short of a train wreck. But as is often the case, my students exceeded my expectations.

Each student had to do create a multimedia package focusing on anyone of their choosing within the Marquette community; it could be another student or an administrator, faculty member, employee, etc., on or near campus. The New York Times' "One in 8 Million" collection of audio slideshows served as inspiration and the projects were to each consist of two parts: a 650-word profile and a three-minute video created using Final Cut Pro X. The videos were uploaded to YouTube, then embedded above their text stories on a page on their individual Weebly websites.

The class focused considerably on writing profiles this spring, but spent just a couple periods on using video. One day we looked at examples from TheMorganList.com, a collection of videos about people at Morgan State University and produced by students taught there by my friend, Jerry Bembry; another day we reviewed "Al's 10 Video Commandments," a presentation on the do's and don'ts that Al Tompkins shared atthe inaugural Teachapalooza in 2011.) The class also had the "Video Storytelling for the Web" and "Reporting, Writing for TV and the Web: Aim for the Heart" modules as part of a certificate program offered by the Poynter Institute's News University.

Making me even more nervous: The students insisted on using the higher-end cameras they could sign out from the Diederich College of Communication's technology center instead of their smartphones. Good for them! Unlike in past semesters, though, we spent no class time learning how to use the equipment. Anyway, after turning in three full-fledged story ideas each – just in case a preferred one fell through – the students went about doing their projects.

After three weeks of working on them, the class helped me critique each effort. To my relief, they all were credible, if not more so. Several focused on Marquette peers. They included the state governor's son; one focused on serving others; a theater set designer; an international student; a Muslim; a hip-hop dancer; one hundreds of miles from his family still reeling from superstorm Sandy; one with cerebral palsy and one needing a guide dog because of blindness. The other projects featured the owner of a popular eatery; a diversity counselor and social justice instructor; a music curator and three faculty members who teach law, political science and German, respectively.

Two of the projects particularly stood out and deserve a look from anyone reading this post. Benjamin Greene profiled Kal Riebau, a student manager for the men's basketball team despite having only one arm. Given that his video was done after basketball season – that's why there's no footage of Riebau doing his manager duties or engaging with the team – Greene's classmates and I agree that any criticism from this instructor would be nitpicking.

Then there's Christopher Chavez, who is always trouble. "I know we're not supposed to use music," he said to me the week before the projects were due, "but I made it work." After watching his piece on Tyler Leverington, a track team member who is also a first-year law student, I agreed: Chavez made it work. The music level could be reduced some more, but just like with Greene's effort on Riebau, the editing quality in the Leverington piece is outstanding. 

And, never one to miss an opportunity, Chavez has taken his coursework international. "Had a little too much fun with my One @Marquette project that I extended it to eight minutes and released it as a feature on Flotrack," he wrote in a status update in the #loweclass Facebook group last week. As of Saturday, that version had 4,465 page views from www.flotrack.org, a website dedicated to news about track and field. Once again, that's making it work.

Just finished my #loweclass video interview. It literally could not have gone any better.

— Ben Greene (@BenSGreene) April 19, 2013

Today in #loweclass we watched each other's One @Marquette videos. Learned about some super interesting people here.

— Katie Cutinello (@KatieCutinello) April 29, 2013

I am inspired by the multimedia talents of #loweclass. #WeAreAwesome

— Rob Gebelhoff (@RobertGebelhoff) April 30, 2013
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Covering the Student Cover Letter

4/6/2012

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Credit: isabisa on Flickr (http://www.flickr.com/photos/isabisa/1215556658/). Creative Commons. Some rights reserved.

Update (Jan. 17, 2015): After you read this blog post, go to "Covering the Student Cover Letter (Part II)"

I have read enough cover letters from students to know that most struggle writing them. Not all of my students seek careers in newsrooms. But almost all of them will soon need to apply for an internship, scholarship or their first job after graduation. That's why I spend time on cover letters in my Digital Journalism I class each semester. Besides, it's a great way to see how well they have learned AP style and to check their grammar, spelling and punctuation.

Here's a synopsis of what I shared with my JOUR 1100 class on Wednesday, with instructions for the 14 students to each write by next week a one-page, five-paragraph cover letter for the position they want this summer:

First, the essentials, starting with 1-inch margins all around. Except in two places, the font will be Times New Roman and 12 point. Next, the letterhead – be sure to have one. Three lines, centered, with your name, in bold, on the first line. (Here's the first of the two exceptions: raise the name's point size to 14, 16 or 18.) The second line should be where you can be found on earth, that is, your street address and telephone number. The third line is for where you are in the digital universe (website or blog address, LinkedIn, Twitter, Cuttings.me, etc.).

From here, it's all block style, that is, aligned left with spaces between paragraphs. Skip a line and place the date. Skip another line and declare to whom and where you're writing. This should be five lines: name, position, company and address (city, state and zip code goes on the fifth line). Skip another line and apply the greeting, with a prefix, last name and colon. Don't use To Whom It May Concern. If the application instructions say to send to human resources or to a generic email address, show that you can do a little research. It should be easy to find out who at the company most likely will decide who gets picked for the job or internship. Address your letter to that person.

The first paragraph should be two sentences. The first states who you are and where you're from – I am a junior majoring in journalism at the Diederich College of Communication at Marquette University in Milwaukee. The second states what you want and where – I am applying for a metro desk internship this summer with (company name) in (location). This paragraph should be no longer than three lines. The second, third and fourth graphs are the most important. Save room for them. Oh yes, my students know that I don't tolerate widows and orphans.

The second paragraph is for your campus experience. For journalism students, this means student media and or exceptional course achievements. The third paragraph is for what you have done away from school, as in previous internships or other co- or extracurricular activities. Your fourth paragraph is where you really distinguish yourself. Let's assume that everyone else applying for the job you want has been busy with student media and had at least one internship. This is where you show that who you are and what you have done are truly remarkable. Did I say show? Remember, don't tell me! Show me! That goes for the second, third and fourth paragraphs.

The fifth paragraph is key, too. It's also two sentences. The first is easy – Thank you for considering my application. The second keeps the ball in your court (excuse the cliche) – I will contact you soon to confirm receipt. They should fit on one line; that leaves more room for the three preceding paragraphs. Also, this is better than telling the reader to feel free to contact you. Remember who wants the job. Be sure your letter reaches its destination.

Finally, let's close the letter in style. Skip a line and write Sincerely, then type your name on the next line, and then your name again on the line underneath it. Now it's time for the second font exception mentioned above: Select your name on the line beneath the salutation, change it from Times New Roman to Lucida Handwriting, and raise the point size to 14 or 16. This will give the impression of an electronic signature. That's it. You're done.

Oops! No, you're not. Proofread your letter, not once, not twice, but three times. Put it down. Have someone else you trust read it for you. Then read it again. Make sure it abides by AP style and correct grammar, spelling and punctuation. You have worked too hard on this and all your efforts so far to lose out because of stupid mistakes.

Well, that's all I have for now. I make no guarantees that following my advice will automatically secure the job or internship or scholarship you want. This is about style and formatting. What really matters is what you have for the second, third and fourth graphs. That's up to you. No cover letter can cover up for lack of substance. 

I hope to soon offer tips for crafting resumes. For now, review these links from recruiting guru Joe Grimm: Tips for Avoiding Four Common Punctuation Errors on Resumes and The Top Six AP Style Errors on Resumes. Oh yes, as I tell my students, whether it's a cover letter or resume, the most important thing – show me you can write!
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'Diederich Ideas' Examines Post-9/11

12/8/2011

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On the "Diederich Ideas" set with (from left) Jordan Abudayyeh, James Foley and Meg Jones as the audience looks on.
I had the pleasure yesterday of joining wartime journalists James Foley and Meg Jones as panelists on "Diederich Ideas: Reporting From the Front Line," the latest public-affairs program produced by broadcast journalism students at the Diederich College of Communication. Foley, a GlobalPost correspondent and fellow Marquette University graduate, was also on campus to speak about his being held captive for six weeks in Libya by Moammar Gadhafi loyalists earlier this year. Jones covers veterans and the military for the Milwaukee Journal Sentinel.

A studio audience of 20 students listened intently behind us in the jPad lounge in Johnston Hall as Jordan Abudayyeh, a senior in the college, expertly moderated the hourlong program. It focused on complex issues facing journalists since the terrorists attacks on Sept. 11, 2001, including: Reporting on stories from the Middle East. Balancing national security concerns against the public’s right to know. Which stories are told and which ones are ignored? The challenges faced by embedded journalists. Has the public become desensitized to their reports?

The production also featured video "cut-ins" from broadcast journalists with considerable international experience: Catherine Herridge of Fox News, Lara Logan of CBS News, Martha Raddatz of ABC News and Mara Schiavocampo of NBC News. Their personal stories served as case studies for us to discuss on the program.

I very much enjoyed hearing Foley and Jones talk about their experiences overseas and appreciate their courage and passion for reporting from the front lines. Never wanting to be a foreign correspondent, I had my fill of conflict journalism as a Newsday staff writer reporting in Lower Manhattan that fateful day on 9/11. I want no parts of being near constant gunfire in another country, much less being held captive for 45 days like Foley.

Meanwhile, I also enjoyed witnessing so many Marquette students practicing their journalism during the taping. They did all the pre-production research, interviews, set design and graphics, and all the camera work, audio and editing during the program, said Julie Rosene, the college's event coordinator and a key adviser to their efforts. Post-production should be finished soon, after which it will be available for viewing on the college's website and, hopefully, on a local cable station in Milwaukee. There are plans for a new "Diederich Ideas" each semester.

I look forward to each and every one – and hope to have the chance to participate again.
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    Welcome

    My journalism DNA remains strong as I learn and teach new ways to tell and present stories, especially via digital and social media. This blog is where I share what happens in my classroom and my life and, from time to time, offer my views on current events. I appreciate your feedback – either as comments herein or in an email to herbert.lowe [at] marquette [dot] edu.

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