Political Historymaker of Southern Illinois


Attorney James E. Williams Sr., the first African-American mayor of East St. Louis, Illinois


By Lillian Williams

The mayoral election of James E. Williams Sr. marked a political turning point for the city of East St. Louis, Illinois, in 1971.  He was the first African-American mayor of this Southern Illinois municipality.

The April 7, 1971, New York Times headline read: “Negro Wins in E. St Louis.”

His achievement, along with many of the city’s challenges and goals, will be noted this month as the city commemorates the 100th anniversary of the horrific July 2, 1917, race riot there.  The Missouri History Museum will tweet an hour-by-hour timeline of the riot using #ESTLRiot100.  The museum estimates a total of 150 tweets.

What distinguished Williams’ election, too, was his political backing, or a remarkable lack thereof. He ran as an independent on a platform opposing the city’s entrenched political patronage system.

He served as mayor for one term until 1975, and later headed a reform slate that won three seats on the East St. Louis School Board in 1976. During his tenure as both Mayor and School Board President, he was known for integrity, accessibility, and unrelenting hard work.

A 1971 editorial in the Metro-East Journal newspaper captured his dedication to public service: “James Williams has been a public servant all of his adult life, but never before became involved in politics. He alone among the (mayoral) candidates has a college degree, and he also holds a law degree.  Williams has administrative experience, intelligence and unquestioned integrity. Candidates of his quality are an exception in East St. Louis.”

A lawyer, Mayor Williams also opened the first Legal Aid Society of St. Clair County and served as its Executive Director, prior to his mayoral election.  Previously he had operated a private legal practice in East St. Louis, and had worked in civil service at the Granite City Army Depot for many years. At the Depot, he rose through the ranks to become the Federal Compliance Officer and also a member of the Commanding Office Staff.

He grew up poor along the Kentucky-Ohio border, near Maysville, Kentucky.  Mayor Williams received his bachelor’s degree from Wilberforce University in Ohio. He slept in a farmer’s barn for some of his years at Wilberforce. He later earned a master’s degree from Iowa State University.

He credited his wife, Lillian, for encouraging him to fulfill his lifelong dream of attending law school. He received his law degree in 1962 from St. Louis University Law School after attending night classes. Later he would become a founding member of the Metro-East Bar Association.

Mayor Williams was a member of Greater New Hope Baptist Church in East St. Louis, where his wife, a retired school teacher, is still a member.  Early in his church membership there, he was a popular Sunday School teacher known for his exstensive knowledge of the Bible.

Mayor Williams died on Feb. 13, 1983, at the age of 61, after a lengthy illness.

In accomplishments while Williams served as Mayor, the state of Illinois approved the building of the $4.5 million state office complex in downtown East St. Louis. The building represented a physical and emotional boost to the city.  Other accomplishments included the construction of the American Federation Teachers’ Hall, two new fire stations, the Norman Owens Housing Development, the Mary E. Brown Community Center, and the expansion of Union Bank.

But Mayor Williams considered his major accomplishment to be his marriage to Lillian Croom, whom he met at Wilberforce, and their five children.

No doubt Williams would have been proud of events marking the 1917 race riots in East St. Louis.  He would often say to his children:  “There is that intangible quality called inspiration which comes from a pride developed by heritage.”  In other words, if you know your history, you’re more likely to plan for your future.

Editor’s note: Lillian Willliams, the author of this post, is the daughter of James E. Williams Sr.

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A Tribute To My Mom

Mother in Chicago in park across from Water Tower in 2012

My Mom, Mrs. Lillian Williams of East St. Louis, Illinois

By Lillian Williams

Mom, thank you for so many things, but most of all for your courage.

Your life exemplifies extraordinary courage.

You never talk about your mountains, your difficulties, your problems.

You just keep going.

But you have a story. A magnificent story. A story that demonstrates what the word, courage, really means.

Growing up in the state of Mississippi, the children teased you because of your dark skin. They called you “Old Black Joe.” The nickname, “Joe,” has stuck throughout the years.

Family members and close friends still affectionately call you “Joe” today.

But, as a child, to be teased because of skin color is no small matter. It hurts.

How did you deal with the emotional scars? How did you summon the courage to stare down this open wound?

Yet you kept going.

You didn’t miss a beat, at least outwardly.

You were forced to step off the public sidewalks in the Deep South, when a white person approached. That was the practice during the racially segregated “Jim Crow” era of the South.

How did you keep your dignity in the face of such shame? I’ll never understand.

But, you kept going.

When your family moved to Tuscaloosa, Alabama, in the 1930’s, you were known as the “smart” kid. You wrote poignant essays. You solved math problems that stumped other students. You recited classic poems.

Your favorite poem—one that you still recite today—was written by the famous poet Robert Herrick. One stanza goes like this:

Gather ye rose-buds while ye may,
Old Time is still a-flying;
And this same flower that smiles today
Tomorrow will be dying.

You recite that poem as a warning to your five children: Don’t waste even a moment of your time.

Yet, as the clock in your life ticks away—you’ve noted that some flowers bloom. Others do not, no matter how many seeds you plant.

In the 1930’s, for instance, the libraries, buses, parks, restaurants, and of course, schools, were racially segregated. And, they definitely were NOT EQUAL.

White citizens had more resources, more privileges than blacks.

You could not check out books from the local “whites-only” library.

You could not try on dresses in the fitting rooms of downtown retail shops.

Lynching was a punishment for blacks under the illegal Jim Crow justice system.

Yet, you, and others, just kept going. How? I’m not sure.

In the late 1930’s, you moved North to East St. Louis, Illinois, where you attended the all-black, segregated Lincoln High school. You said teachers there “marveled” that you, a child schooled in the Deep South, could compete so well with children up North. They actually said this to your face.

But you just kept going.

You recount how black children in those days were often “put back” a grade when they moved North. But not you. You graduated on time, and with top honors.

One day, at the high school, you saw a pamphlet featuring Wilberforce University, the nation’s oldest, private historically black college. You said the beautiful campus grounds attracted your attention.

At Wilberforce, you met your husband, James E. Williams Sr., during a college dance. You often tell the story of how he saw you holding the coats of other students, because you couldn’t dance. He taught you to dance, and the rest is history, as they say.

Once again, though, you summoned more courage when World War II pitched you yet more challenges.

In the 1940s, James Williams and other young men would soon join the U.S. Armed Forces in the war effort. Think about that for a moment.

Williams would later receive an honorable discharge from the U.S. Army, though legally-sanctioned segregation prevented blacks from fully participting as citizens in their own country at that time, simply because of their skin color. But he fought for his country anyway.

Though Williams, whom you later married, returned safely from a World War II overseas tour, others did not.

You once described screams students heard when your classmate, Essie, learned of her husband’s death in the war.

Years later, Essie captured that moment in her autobiography, Mama and the Hills of Home:
“I screamed. Dropping the phone. I lurched drunkenly up three flights of stairs crying. “No, no, not Vincent. God, you promised me. How could you break your word? How could you be so cruel, letting him die on my birthday?” For an instant my anger at God overwhelmed my grief. My heart raged while my spirit died.”

You, Essie, and others of that era endured so much pain, from so many sources. Yet you picked up the broken pieces. Essie graduated cum laude from Wilberforce. She was the senior class president, editor of the college newspaper and the yearbook. She organized your college reunions.

Essie was there when you and I traveled together to Wilberforce, Ohio, for one of those reunions. She was holding court. She was regal, well-spoken, everything you had described in conversations about her.

But there’s something else I remember about that reunion day.

That afternoon, your classmates had gathered for an informal reception. You were standing in the front of the room with Essie and a few friends.

I was sitting near the back next to one your classmates. Later I would learn he was a retired dentist from Indiana.

Suddenly, when he spotted you at the front, he exclaimed, “There’s Lillian Croom!”

“She was the smartest person in our biology class. She was the lab assistant. She was smarter than all the guys in the class.”

I looked at him, and proudly said, “Lillian Croom is my mother!” He went on to rave about your keen mind.

You, Mom, are talented in so many ways. But best of all, you’re generous with those talents.

You graduated with honors from Wilberforce University. You returned to East St. Louis, Illinois, where your parents lived. You taught first grade, and later science classes in public schools there. You won the coveted Golden Apple award for teaching excellence. You helped your sisters and brothers get through college.

Your civic contributions are well-known. You volunteered to raise money for the police and fire departments. You’ve held leadership positions on various community boards. You were a founding member of the East St. Louis Women’s Club.

When your husband wanted to attend law school at night, you supported that dream too. He later launched the first Legal Aid Society of St. Clair County, which provided free advice and representation to low-income residents.

After that, he was elected Mayor of East St. Louis in 1971. The Oct. 10, 1971, Metro East Journal quoted you, saying, “It’s been a great adjustment for the children. We just don’t have time for the things we used to do. We’re able to manage breakfast together, but my husband doesn’t get home until late in the evening now.”

Nevertheless, Mom, you kept everything together, as usual.

When your husband died in 1983, you kept the family on track.

You made certain that your two children still in college completed their studies.

Your grandchildren today follow in your footsteps. One granddaughter will graduate from Stanford University’s medical school next year. A grandson is studying computer science at Stanford. Another granddaughter is working as an entertainment show producer for Fox TV network. Another granddaughter is a project manager for a Silicon Valley firm. Another grandson is studying to become a documentary producer.

No doubt, they won’t give up.

You are the sterling example.

Happy Mother’s Day 2017!

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TV News Producer Shares Broadcast Style Writing Tips

Editor’s note: This is a guest post by Dan Zar, a news producer for WXMI-TV FOX17 in Grand Rapids, Michigan. Zar has also worked for the Post-Tribune in Northwest Indiana covering municipal government, breaking news, and feature stories. Previously he was an intern for WGN Morning News and a producer/reporter for Blue Island TV. He is a 2015 graduate of Columbia College Chicago.


Dan Zar

Dan Zar, news producer for WXMI-TV Fox 17, Grand Rapids, Michigan


By Dan Zar

OK, for all of you aspiring writers out there, here’s some concrete advice on how to write memorable scripts for those video projects.

As a news producer for Fox17 TV in Grand Rapids, Michigan, I’ve learned that audiences appreciate accurate scripts, with clear and simple language. Certain writing guidelines help to achieve that end. I’d like to share some of those guidelines here.

Note: These aren’t original ideas. In fact, I learned most of them in Professor Lillian Williams’ broadcast news writing course at Columbia College Chicago.

Even years later, I remember one of the first broadcast-style stories I wrote in that course. It was about how Ellen DeGeneres became even more famous overnight for taking a selfie at an awards ceremony. The writing challenge was to keep the story relatively short (compared to a newspaper article), to share the meaning of that transformational moment (rather than simply tell viewers what happened), and to by all means keep it conversational.

Since then, I’ve moved on the write hundreds of stories in broadcast style—everything from breaking news stories with serious implications for local residents to softer features with heart-tugging angles. All of them shared some common elements, designed to attract and to keep audiences glued to our station’s news shows. These tips work well for video scripts, and could be useful for almost any writing genre:


When you listen to TV news anchors, you’re hearing lots of examples of active voice writing. That’s one of the first things I learned in Professor Williams’ course.

In active voice, the subject of the sentence is performing the action. Here’s an example: The girl hit the object.(active) The object hit the girl. (passive) Notice that active voice is straightforward. It’s simpler. It’s transparent.


In my writing for the Fox station, I aim to write conversationally. Why? Because I want the audience to stay with us! I want people to feel like we’re talking with them, and not lecturing them. Therefore, I aim to write accurately, but simply.

How? I’ve disciplined myself to I write short sentences (with a little help from Professor Williams!). I avoid those long sentences with fancy subordinate clauses and mile-long prepositional phrases. That might work for the English teacher, but not for my everyday TV audience. I translate technical jargon into simple language. I round off numbers, unless the exact numbers tell the story better.


I remember that in Professor Williams’ course, we learned how to turn the “police talk” of press conferences into easy-to-understand-script. It’s not that difficult to do. An important step is to select the right sound bites, or short interview clips.

For example, let’s say that I’ve just finished listening to Chicago police describe what happened at the scene of a shooting. I’m racing to make the deadline for my script.

Should I select the following interview sound clip for my story? “Chicago Police Department was dispatched to the 400 block of State Street on reports of shots fired.” Absolutely Not! Why? The anchor/narrator tell you where the shooting happened in fewer words.

On the other hand, the audience would rather hear from a person affected by the shooting. Here’s a better sound clip: “My son just got out of the hospital for a kidney transplant and now he’s gone, I just can’t believe someone would do this to him!”

I could go on with dozens of other writing tips, but this trio gets you off to a good start.

As a news producer I try to think outside of the box. I don’t have an 8 to 5 job. I’m constantly looking for fresh story ideas, fresh angles. I’m also a fixer, too. I’m always solving problems, whether finding news sources or scouring for appropriate visuals. Also, I can have a show ready to go with just ten minutes to air, even though I must insert breaking news of an unforeseen nature. That’s what a news junkie does – roll with the punches, embrace the unforeseen.

But there’s one thing I’ve learned: Nothing works if the script isn’t written well. The same writing rules I described in this post can be adapted to your writing genre as well. And if I could add one more tip: Read your copy aloud. Your ear will catch awkward words and transitions in the script. Have fun!

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What Do Children Think of The News Media?

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By Lillian Williams

Ever wonder what today’s kids think of the news media–how the news makes them feel, or even whether they trust the news?

A new report commissioned by Common Sense Media finds that kids today—like some adults—have mixed reactions to the news ecosystem.

The report, News and America’s Kids: How Young People Perceive and Are Impacted by the News, finds that children value news but often feel media misrepresents them. Kids have difficulty recognizing fake news, and they perceive racial and gender bias in news reports, the survey found.

The findings are based on an online survey of 853 children age 10–18 from January 10 to January 22.

“The more we know about how kids get news and how the news makes them feel, the more effective we can be in helping them navigate this new, very tumultuous media landscape,” said James P. Steyer, founder and CEO of Common Sense.

“We need the next generation to be engaged citizens, and consumption of information is a big part of that,” Steyer said. “We all have a responsibility — parents, educators, media companies, and policymakers — to listen to what kids have to say and to take actions that will improve the way they consume news and information in the future.”

The purpose of the study was to examine children’s involvement with news in the following key areas:

• Preferred news sources
• Which social media sites children use to source news
• Level of trust in different information sources
• Perceived accuracy of news from different sources
• Feelings about the news
• Perceived importance of the issue

Top findings are:

  • Kids find news to be a valuable resource. Forty-eight percent say that staying abreast of the news is vital; seventy percent say following the news makes them feel smart and knowledgeable; and half feel as a result they are ready to make a difference.
  • Kids think that the media should do a better job of covering them. Seventy-four percent say the news media should show more people their age, rather than adults talking about them; and only 42 percent think news media cover issues that matter to them.
  • Kids perceive gender and racial bias in the news. Half of kids say that when they see nonwhite kids in the news, it’s negative and/or related to crime and violence. Children also point to what they see as gender bias. Only 34 percent agree that the news treats women and men equally fairly.
  • Kids are often misled by fake news. Only 44 percent agree that they can recognize fake news stories from real ones. And, 31 percent reported sharing a story within the last six months that they later discovered was wrong or inaccurate.
  • Kids trust their teachers and families for news more than any other source, but they prefer to get news from social media. Facebook is the most popular social media site for news and headlines.

Read the entire report here.

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Carter G. Woodson: Founder of Black History Month

By Lillian Williams

Black History Month is the annual February celebration of the achievements of African Americans in U.S. life and culture, though sadly it appears President Trump is rather confused about it. Read about that here.

Just to set the record straight, Black History Month was proclaimed officially by the U.S. government in 1976 when President Gerald Ford issued the presidential proclamation. Prior to that, African-American heritage was celebrated informally during the second week in February.

The National Museum of African American History and Culture, as well as community centers, libraries, and schools have scheduled special events this month to discuss African-American achievements and goals.


Carter G. Woodson

The famous historian, Carter G. Woodson, began this special celebration in 1926. Born in 1875, he was the son of freed slaves from Virginia and one of the first African Americans to receive a doctorate from Harvard University. Later he taught and became a dean at Howard University, as well as West Virginia Collegiate Institute.  He believed that younger generations often fail to appreciate their history.  He died in 1950.

Woodson also founded the Association for the Study of African American Life and History. He wrote, or co-wrote, more than 20 books, including “The Mis-Education of the Negro,” and “Negro Makers of History,” a copy of which I have in my living room in Chicago.

I’d like to share some of Woodson’s most memorable quotes:

  • “No man knows what he can do until he tries.”
  • “If you make a man feel that he is inferior, you do not have to compel him to accept an inferior status, for he will seek it himself.”
  • “I am a radical.”
  • “The oppressor has always indoctrinated the weak with his interpretation of the crimes of the strong.”
  • “In our so-called democracy, we are accustomed to give the majority what they want rather than educate them to understand what is best for them.”
  • “Cooperation implies equality of the participants in the particular task at hand.”
  • “Real education means to inspire people to live more abundantly, to learn to begin with life as they find it and make it better.”
  • “Those who have no record of what their forebears have accomplished lose the inspiration which comes from the teaching of biography and history.”
  • “History shows that it does not matter who is in power or what revolutionary forces take over the government, those who have not learned to do for themselves and have to depend solely on others never obtain any more rights or privileges in the end than they had in the beginning.”
  • “They are anxious to have everything the white man has even if it is harmful.”
  • “When you control a man’s thinking you do not have to worry about his actions. You do not have to tell him not to stand here or go yonder. He will find his “proper place” and will stay in it. You do not need to send him to the back door. He will go without being told. In fact, if there is no back door, he will cut one for his special benefit.”

If you have a favorite Carter G. Woodson quote, share it in the comment section below.

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Key Success Factors For College Students


by Lillian Williams


Dr. Shaun Harper of the University of Pennsylvania, one of the nation’s leading educational researchers, created the “anti-deficit achievement framework” to study college persistence issues among students of color in science, technology, engineering, and mathematics (STEM).

Harper’s framework emphasizes factors that influence achievement, rather than deficits. In other words, Harper’s model looks for contributors to success, rather than barriers to success. His work has been beneficial, particularly in the face of persistent racial gaps in U.S. college and university graduation rates.

As an Education Trust study shows, U.S. colleges and universities have improved graduation rates in recent years, but a significant gap still exists between black and white students. See results of that study here.

“Just like many of the campus activists suggest, our data show that university leaders can and should do more to create a more supportive and welcoming environment that allows black students to thrive,” said Andrew Nichols, Ed Trust research director and co-author of that graduation rate report.

“We have serious concerns that at too many institutions, equitable student success is an afterthought instead of a top-of-mind priority,” Nichols said.

Last year, adapting researcher Harper’s framework, I interviewed 12 successful graduates of the Journalism Program at Columbia College Chicago. Specifically, I explored factors these graduates believe led to their success at Columbia, a private college specializing in arts and media disciplines.

Among the interviewees were eight African-Americans and four Hispanics, 10 females and two males. Each had graduated within the past 10 years. Five were employed in TV news; two in public relations; two as freelancers; one as a web producer, and one as a magazine editor. Themes that emerged from their interviews contained valuable advice for incoming students.

Here’s some of that advice from Columbia College Chicago graduates:

Student/Faculty Interaction: As widely affirmed in literature, these graduates found that interactions with faculty helped them to persist through to graduation. These interactions with faculty – both formal and informal – boosted confidence levels; led to mentorships, and sparked connections to internships. Years later they recalled these meaningful interactions.

One graduate said: “During my senior year, I did a story on the Chicago bid for the 2016 Olympic games. When the professor saw my piece she said it was good enough to be aired on NBC5. I knew then I was good enough to do what I am doing now.”

Another graduate said: “Faculty members…definitely instilled in us that we could, and we would, go out into the journalism world and conquer it.”

Internships: Students should meet their internship/career advisers as quickly as possible, the graduates advised. Internships offer the opportunity to clarify and sharpen career interests; make professional connections, and expand upon competencies gained in the classroom.

Commenting on the value of internships, one graduate said: “There I was able to mingle with professionals already in the industry. All of that motivated me to pursue a career in journalism. I was excited about the type of life I could have becoming a news reporter.”

Another noted the skill-building advantages: “Internships at the news station really forced me to fact check and make sure that all of my ducks were in a row to avoid inaccuracies.”

Student Organizations: Students should get involved in campus-based organizations as a way to network and to build leadership skills, the graduates advised. Right from the start, students should seek to attend meetings of student-run organizations in their disciplines, and/or college-wide organizations.

Here’s how one graduate put it: “Being a part of a student-organization was a great networking tool. It gave me an opportunity to meet new people, be a part of creating exciting events and programs on campus and build my communication and planning skills. As a member of a student organization it also connected me to other power-players on campus-both adults and students. Being a student-leader on campus held me accountable, helped me master time management and allowed me to find my voice. The experiences prepared me well for becoming a leader in the newsroom; someone who sets a positive tone and leads by example.”

In this exploration of factors leading to their success, these graduates pointed to three key factors: significant relationships with faculty, internships, and involvement in student organizations.

In implications, incoming and current students should immediately get to know faculty in their disciplines, as well as participate in student organizations. They should connect with college internship coordinators as early as possible, to understand institutional guidelines for experiential education.

Lastly, though interviewees did not mention them by name, academic advisers serve as a key bridge between various college programs and disciplines. Therefore, students should connect frequently with academic advisers for information about popular campus bridge programs that prepare students for college, tutoring and peer mentorship programs.

Editor’s Note: A version of this article was published on Dec. 19, 2016 in the Journal of Blacks in Higher Education
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University of Michigan Launches Diversity Plan

By Lillian Williams

The University of Michigan recently unveiled a $85 million five-year plan to make its campus more diverse, equitable and inclusive.

The plan comes after a year-long, grassroots planning process, and two key studies of the campus environment and its stakeholders.

Here are the plan’s three key goals:

  • Create a more inclusive campus environment. To reach that goal, staff and others will be trained in cultural awareness and inclusiveness skills.
  • Recruit, retain and develop a more diverse college community. The school plans to develop a pipeline of diverse undergraduate and graduate students, as well as improve its hiring and search processes.
  • Support and encourage diversity in teaching and scholarship. The school will launch programs to recruit and financially support faculty wuniversity-of-michiganho study diversity, equity, and inclusion issues.

In underscoring the plan’s importance, University of Michigan President Mark Schlissel said, “To live up to our full potential as a university, everyone must have the opportunity to contribute and to benefit, and our community can be complete only when all members feel welcome.”

Read the entire Diversity, Equity & Inclusion strategic plan here.


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Stunning Images at National Museum of African American History and Culture

By Lillian Williams

As widely reported, President Obama dedicated the new National Museum of African American History and Culture on Sept. 25 with poet Langston Hughes’ words:”I, too, am America.”

The president spoke before some 7,000 persons gathered on the National Mall, exhorting: “African American history is not somehow separate than the American story. It is not the underside of the American story. It is central to the American story.”

But besides his speech, what captured my attention were the stunning images on the museum’s website!

The museum houses more than  36,000 artifacts that help to document African-American history and culture. Many images of those artifacts, however, can be found here.  Among the stunning visuals I found include the following two:



A photo of a voter registration motorcade of the San Francisco Chapter of the National Council of Negro Women. It was dated September 8, 1956.


2010_71_14_2001Photo of ticket issued by Southern Railway Company.  This was used by Joan Trumpauer Mulholland for the Washington, DC to Montgomery, Alabama, “Freedom Train”  ride for the historic Selma-Montgomery March in March 1965.

Other images can be found here, separated by categories of people, subjects and exhibition highlights.

The museum is open 364 days a year, however, free timed passes are needed to gain entry. Look here for information on ticket availability. The museum is generally open from 10 a.m. to 5:30 p.m.

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Covering the Gap: Learning from experts in the fields of economics, political science and urban policy.


In Ferguson, Missouri, a gathering of concerned citizens and business owners on the main business strip in August, 2016.

By Lillian Williams

Why is an October “Covering the Gap: The Impact of Economic Inequality” workshop, sponsored by the McCormick Foundation, so important?

Because the workshop is designed to help reporters better cover thorny issues facing the nation’s urban areas.

Let’s face it. As a society, we have tremendous social and economic tensions, above and below the surface.  And, news media play an important watchdog role, as well as other key functions.

Take a look at the picture above.

This 2016 photo shows concerned citizens once again gathered in Ferguson, Missouri, an urban hot spot that captured the nation’s attention following the 2014 shooting death of Michael Brown.  The people gathered there (including my brother who lives in the metropolitan area) are still looking for answers.

To assist reporters in coverage of such issues, this McCormick-sponsored workshop will explore the following issues and others:

  • Where to find data that can provide rigor and direction for reporters’ coverage
  • How to explain the impact of globalization on people in local communities
  • How to use the power of storytelling to help the audience empathize with subjects
  • How economic inequality is contributing to big changes in America’s politics
  • How social class impacts a community’s institutions and residents
  • What communities and groups within them are doing to fight inequality

The workshop seminars will be held Oct. 11 to 13 in Chicago at Northwestern University ‘s Pritzker School of Law.

McCormick Foundation will pay the costs of tuition, housing and travel for journalists. The application deadline is Sept. 16. Apply here

The faculty includes Butch Ward, senior faculty, The Poynter Institute; Kevin M. Murphy, professor of economics at the University of Chicago; Teresa Córdova, director of the Great Cities Institute at the University of Illinois, Chicago; Alex Kotlowitz, journalist and author; Susan Smith Richardson, editor and publisher, The Chicago Reporter; Natalie Moore, WBEZ reporter and author; Ben Casselman, senior editor and chief economics writer, FiveThirtyEight, and others.

For more information, e-mail seminars@poynter.org.


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Photo credit: AllDigitocracy

By Lillian Williams

Below is a list of journalism fellowships and awards, courtesy of ALL DIGITOCRACY, a website supported by the Ford Foundation.

Note the deadlines!

The Bear Fellowship, Nieman Fellowship, Knight-Wallace Fellowship, among others, are on the list.

There’s even an award for students.

Go for it!

Here’s how ALL DIGITOCRACY described these fellowships and awards:

“Online News Association’s M.J. Bear Fellowship

The MJ Bear Fellowships identify and celebrate early-career digital journalists, working independently or for a company or organization, who have demonstrated — through professional experimentation, research or other projects — that they deserve support for their efforts and/or vision. The fellows are up-and-coming journalists inside or outside the newsroom who are just beginning to make their voices heard in the industry and working to expand the boundaries of digital news.

Deadline: 11:59 p.m. ET, July 14, 2016.

Online News Association’s CNN Diversity Fellowship

Digital journalists from diverse backgrounds with experience reporting for mobile and social platforms are encouraged to apply for the CNN Diversity Fellowship at ONA16. Four winners will receive an all-expenses-paid trip to the ONA conference in Denver Sept. 15-17.

Applicants should have:

A passion for creative storytelling on mobile and social platforms
Experience with producing and/or curating content for mobile web and apps
Deep knowledge of the news mobile and social space
Understanding of how to build community around content and topics through listening, participation and interaction
Applications will be open to journalists of diverse backgrounds, inclusive of race, ethnicity, sexual orientation, age and gender.

Deadline: 11:59 p.m. ET, July 14, 2016.

Online News Association’s HBCU Digital Media Fellowship

Four students from Historically Black Colleges and Universities (HBCU) will receive hands-on experience during the three-day Online News Association Conference, Sept. 15-17 in Denver as part of the HBCU Digital Media Fellowship, which also gives them high-profile exposure and advanced practical knowledge of emerging technologies, tools and approaches to reporting and distributing news online.

Deadline: 11:59 p.m. ET, July 14, 2016.

October 2016 Deadlines

Knight Visiting Nieman Fellowships

The Knight Visiting Nieman Fellowships at Harvard offer short-term research opportunities to individuals interested in working on special projects designed to advance journalism in some new way. Candidates need not be practicing journalists, but must demonstrate the ways in which their work at Harvard and the Nieman Foundation may improve the prospects for journalism’s future. This may be related to research, programming, design, financial strategies or another topic. Both U.S. and international applicants are invited to apply.

Information about applying for 2017 visiting fellowships will be posted on this page in August 2016. The application deadline is October 1, 2016.

Fulbright-National Geographic Digital Storytelling Fellowship

The 2017-2018 Fulbright-National Geographic Storytelling Fellowship, a component of the Fulbright U.S. Student Program, provides opportunities for U.S. citizens to participate in an academic year of overseas travel and storytelling in one, two, or three countries on a globally significant theme. This Fellowship is made possible through a partnership between the U.S. Department of State and the National Geographic Society. Storytellers publish stories on the Fulbright-National Geographic Stories blog.

In addition to receiving Fulbright benefits (for travel, stipend, health, etc.), and materials and reporting special allowance, Storytellers will receive instruction in story-telling techniques, including effective blog writing, video production, photography, and other relevant training by National Geographic staff prior to their departure. National Geographic will also provide editorial mentorship for Storytellers during their Fulbright grant period. Storytellers will provide material for the National Geographic website on a frequent and ongoing basis throughout their grant term.

Applications for the 2017-2018 academic year will be accepted for the following themes:

Our Human Story
Themes: Culture/Geo-politics, Contemporary Social Issues, Democracy and Human Rights, Religious Freedom
Critical Species
Themes: Conservation of Species, Extinction
New Frontiers
Themes: Innovations in areas of Health, Medicine, Technology, Energy, Economic Development/Prosperity
Deadline: October 11, 2016, 5:00 p.m. Eastern Time

January 2017 Deadlines

Nieman Fellowship

A Nieman Fellowship is an extraordinary, transformative learning opportunity open to journalists working in all media in every country around the world. Those selected for the program spend two full semesters at Harvard auditing classes with some of the university’s greatest thinkers, participating in Nieman events and collaborating with peers. Nieman Fellows are also able to audit classes at other local universities including MIT and Tufts. Each year, the Nieman Foundation awards paid fellowships to up to 24 journalists working in print, broadcast, digital and audiovisual media.

Deadline: January 31, 2017

Nieman-Berkman Fellowship in Journalism Innovation

The Nieman-Berkman Fellowship in Journalism Innovation brings individuals to Harvard University to work on a specific course of research or a specific project relating to journalism innovation. The fellowship is a collaboration between the Nieman Foundation for Journalism and the Berkman Center for Internet & Society at Harvard. Both organizations share a set of common interests around journalism, innovation, and the evolution of the digital space, and both have longstanding fellowship programs that offer a year of learning and collaboration with others in the Harvard community.

Proposals from Nieman-Berkman Fellowship candidates may deal with any issue relating to journalism’s digital transformation. Examples include ideas for new revenue streams to fund journalism, the construction of new tools for reporting, or research into news consumption patterns. Candidates must explain how their proposals will benefit journalism.

Deadline: January 31, 2017

February 2017 Deadlines

Harvard University’s Joan Shorenstein Fellowship

The mission of the Joan Shorenstein Fellowship Program is to advance research in the field of media, politics and public policy; facilitate a dialogue among journalists, scholars, policymakers and students; provide an opportunity for reflection; and create a vibrant and long-lasting community of scholars and practitioners. The primary focus for a Fellow is to research, write and publish a paper on a media/politics topic. It is a highly selective program; only a very small percentage of applicants are accepted.

The Center hosts eight one-semester residential fellowships each year (four per semester). Fellows conduct research; engage with students, faculty and the Harvard community; and participate in the various events associated with the Shorenstein Center. Fellows’ research and ideas are presented at weekly research meetings where they discuss and defend their project before a group of peers. Recent projects have been published in the Columbia Journalism Review, Foreign Affairs, The New Republic and Fortune magazine and have been reported on in The New York Times.

Deadline: February 1, 2017

Knight-Wallace Fellowship

A Knight-Wallace Fellowship recognizes exceptional journalists for their work, leadership and potential with a unique opportunity: an academic year of study, developing new perspectives and networks, and achieving both professional and personal growth at the University of Michigan, one of the world’s finest universities.

For the small group of journalism professionals from the U.S. and abroad selected for a Knight-Wallace Fellowship, the result is a life-changing experience.

Personalized study plans and access to U-M courses allow you to pursue your own path.
Regular seminars and visiting speakers bring the best from journalism and academia to you.
Workshops for fellows provide opportunities to advance your writing, entrepreneurial and multimedia knowledge and skills.
International travel is a core component of the experience.
Stipends allow our fellows (and their families/partners) to make the most of a once-in-a-lifetime sabbatical opportunity.
Applications for this fellowship open on September 1, 2017. Deadline: February 1, 2017”

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