Ten tips for online teaching during the coronavirus pandemic

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My first online class. Out of a crisis came an opportunity to experiment and innovate.

In late January, when most people around the world viewed the coronavirus as a remote medical crisis afflicting residents of China, I knew better. As a veteran journalist now teaching at China’s top university, I could see that the epidemic was likely, slowly but surely, to become a global pandemic. With no cure, rapid spread in new “hot zones,” and limited information available to the public, I realized that my professional and personal life was going to be changed significantly.

As co-director of Global Business Journalism, a master’s degree program created by the International Center for Journalists and Tsinghua University in Beijing, I knew that we would need to plan to conduct our spring semester “virtually” through an online platform rather than in the classroom in China. Like almost all of our international students, I was outside of China and unable to return to the locked-down campus.

For my program, this crisis became an opportunity, and Global Business Journalism began its spring semester on schedule and with all students in attendance via the Zoom online platform. Now that the coronavirus is understood to be a global threat, more than 100 American universities and hundreds of others around the world switched from in-person to online classes in the first two weeks of March alone.

This unanticipated disruption need not be a burden, if you are adaptable and innovative. “Online education is an opportunity to make coursework more customized and flexible,” writes journalist and educator Lisa Waananen Jones.

Here are 10 tips to make an online learning experience more rewarding:

  1. Pick the right learning platform

Your online learning site must be able to handle the number of people in your classes or meetings. You need to consider whether your budget can afford a “premium” plan or whether you are willing to accept the limitations of free sites (usually capping the number or participants or limiting the time of your sessions). Different sites offer various features, including images of each participant, chat capabilities (for the full group or individual members), and group meetings taking place at the same time inside of the class session. In addition to Zoom, other platforms recommended by techradar.com include Docebo, Udemy, Skillshare, WizIQ, Adobe Captivate Prime and SAP Litmos. Other choices with free options include Moodle, ezTalks Webinar, Fastmeeting and Articulate Storyline. Some platforms are offering discounts to schools and nonprofit organizations.

  1. Beta test your platform

As I was working with my Tsinghua School of Journalism and Communication colleagues to set up our virtual classrooms, the Iowa Democratic caucuses demonstrated to the world the risks of adopting new technologies without sufficient beta testing. The failure of the Iowa vote-counting app, which was not rigorously tested, was a massive embarrassment. I realized that failure was not an option for me. We moved quickly with small-scale beta testing of several platforms and chose Zoom. We followed up with a beta test of five staff members and then our first-year graduate students. Each was successful. We were ready for our official launch – all within a week.

  1. Focus on your community

If you don’t already have a social media chat group for your class, create one. (My Tsinghua class uses WeChat, but WhatsApp, Facebook and other platforms can work for you.) I interact with my students far more often than when we were on campus together, answering quick questions and offering tips and suggestions. As you focus on your community, it also is important to tailor your lecture content the new communication medium you are using. Don’t just transfer your lecture notes or PowerPoint presentations to an online format. You need to communicate differently than in class. There is no natural interaction of professors and students. Students online don’t raise their hands or give you a non-verbal clue that they’d like to participate in a discussion. You will need to invite people into the classroom give-and-take and make them feel welcome. You can build student feedback into your lectures through simultaneous social media chats or online surveys.

  1. Think visually

Yes, I advise journalists to “think visually” in my new Multimedia Reporting textbook (Springer, 2019). But it is important to think visually as an online professor, too. The most boring way to teach is to be a talking head. I started with my virtual classroom set. As the son of a scenic designer for Broadway and opera, I created a backdrop for my lectures. A pair of life-sized terra-cotta warriors that I shipped home from Xi’an frames the shot of me in my makeshift home studio. On a more substantive note, I try to vary the images on the screen at any one time, whether still shots or videos. I have scrolled through best-practices examples on my screen and even conducted live searches of online databases to illustrate points I am trying to make. Of course, there’s always a risk that one of your visual exercises could go awry, but that’s part of the excitement of live TV.

  1. Lower expectations

Inevitably, something will go wrong in real time: The streaming video, someone’s audio, someone’s internet connection, the live chats, the advanced functions on your platform. Patience is important. As long as your students understand that this virtual classroom might not be perfect, everyone will be a bit less anxious if they experience an “oops” moment.

  1. Get plenty of rest

Teaching online takes more energy than teaching in the classroom. It’s like being on live television. Try to get a good night’s sleep before each performance. (And always have a cup of water, tea or coffee nearby.)

  1. Be forgiving of your students’ complications

My remote-teaching experience is unusual. My students span 22 time zones. My class begins at 9 a.m. on the east coast of the United States. For my students, that means 10 p.m. in Japan and Korea, 9 p.m. in China, 5 p.m. in Oman, 3 p.m. in South Africa, 2 p.m. in Europe, and 6 a.m. in Vancouver and Los Angeles. Some students, cloistered in their parents’ homes, have to whisper so they don’t awaken slumbering relatives. I have allowed some students to present “oral” reports through the group chat function. Remember: It’s not the students’ fault that our spring semester has become so complicated.

  1. Give your students individual attention

It’s important to build or maintain relationships with everyone in your class. That becomes particularly important when you cannot engage in the basic social interactions of a classroom setting. Instead of having my regular weekly office hours, I feature “virtual office hours” at times arranged with each student. Because some students are shy, I have reached out to schedule meetings in advance of major assignments. I leave a few minutes after every lecture for students who want to hang around in the virtual classroom and ask me any questions on their minds. I also respond to social media messages or email from my students within the day (or sooner, if practical). I believe it’s important to show students that you care about their learning experience and their progress.

  1. Remain physically active

Over the first few weeks of my online teaching experience, I found that I sometimes felt lonely or irritable. I was accustomed to the give-and-take with students, and the social camaraderie of my office. To overcome a sense of isolation, I make sure to exercise regularly. My colleagues and students in China have developed much more creative coping mechanisms during their weeks in quarantine. Those of us free to move around in our hometowns must act responsibly, but we don’t want to cloister ourselves and live in a world of irrational fear.

  1. Rely on your teaching assistant or office staff

Teaching remotely requires more work than teaching in the classroom. It requires more coordination, communication and logistical planning than normal courses. It is vital that you empower your teaching assistant or office staff to remind students of upcoming assignments, guest lectures and schedule changes. And remember to say “thank you” to the staff that helps you.

None of us is in this alone. Amherst College President Biddy Martin was speaking for me when she informed her students and staff on March 9 of a temporary shift to online education.

“It will be hard to give up, even temporarily, the close colloquy and individual attention that defines Amherst College,” she wrote, “but our faculty and staff will make this change rewarding in its own way, and we will have acted in one another’s best interests.”

This article was written for cross-posting on the International Journalists’ Network (IJNet).


The coronavirus can’t stop the Global Business Journalism program from its mission to train reporters worldwide

Rick warriors

Preparing for a “virtual class” in the new home office. (Photo by Svetlana Fenichel)

I was at home during Tsinghua University’s winter break when news of the coronavirus outbreak made its way into Chinese and international media in January.

As soon as I read about the deadly epidemic, I knew that my life, and my students’ lives, would be significantly disrupted. Little did I know that it also would turn into an opportunity for me and my Tsinghua School of Journalism and Communication colleagues to experiment with innovative distance-learning tools, offering our students the chance to continue their education in new and exciting ways.

Despite some initial optimism in Chinese media, it was clear that the epidemic that started in Wuhan was out of control. With 35 years of experience as a journalist in the United States, I had experience in separating facts from rumors, and calmly carrying on in times of upheaval and panic. As international co-director of the Global Business Journalism program, a prestigious English language masters program at Tsinghua University, I immediately focused on my students.

Half of our Global Business Journalism students are Chinese, and they were home with their families. Our international students live in more than 20 countries around the world. Our office found out where they were and how they were doing. (They were all healthy and surprisingly calm.) Most were home with their families overseas, though a few students remained in China during the winter break, either on campus or with relatives in China.

My next priority was to prevent panic while honestly sharing the facts available to GBJ’s leaders. I realized it was important for our program’s global website, GlobalBusinessJournalism.com, to provide reliable, timely, accurate information about the coronavirus and its impact on Tsinghua students.

Early optimism, fueled by upbeat coverage in some Chinese media, led some people in our GBJ community to believe that spring semester classes would resume on campus with minor delays. As someone who has coped with emergencies as a reporter and manager, I strongly believed that there was more than a 90 percent likelihood that we would not be able to return to Beijing any time soon.

Well, unfortunately, I was right. Chinese government officials instituted quarantines around the country, and intercity travel was severely restricted. Almost every other country canceled all flights to and from China. Our students, even if they wanted to, could not return to Beijing.

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First class of the semester (Photo by Chengzhang Li)

Out of necessity came opportunity. Through conversations on Skype and WeChat, my colleagues and I discussed ways to create virtual classes so we could resume classes as scheduled on Feb. 17 and give students a valuable educational experience. The university’s visionary leadership had the same idea, and aggressively pursued solutions.

Tsinghua tried to create a proprietary online learning platform, but the beta tests showed that it wasn’t ready for widespread use. We needed to find a stable, reliable platform for online classes.

We also had a logistical problem. Global Business Journalism students are spread out over 22 time zones. It was almost impossible to find a time that would work for everyone. For my advanced news writing class, we settled on 8 a.m. in Washington, which is 2 p.m. for my students in France and Spain, 3 p.m. in South Africa, 5 p.m. in Oman, 9 p.m. in China, and 10 p.m. in Japan and Korea. Thank goodness Global Business Journalism students are flexible and adventurous.

Then came the Iowa caucuses in the United States on Feb. 3. As odd as it sounds, the massive technology failure in Iowa played a key role in our Chinese academic experience. The Iowa Democratic Party didn’t properly beta test its new app, and the result was disaster. It was a PR disaster, but, more importantly, it was a failure that did not serve their customers: Iowa voters, the media and the American public.

I realized it was vitally important to carefully test platforms in advance so we could provide a positive experience for the students. Our international journalism staffer, Li Chengzhang, and my teaching assistant, Wan Zhixin, tried a few and concluded that a conference app called “Zoom” was our best prospect. The university and Zoom’s Chinese subsidiary reached an agreement to let students use the platform for free until June. We beta tested the app repeatedly: once with just four of us, then a “dry run” with the entire first-year Global Business Journalism class. Then we were ready for classes, or so we thought.

Of course, there were a few glitches caused mostly by the varying qualities of internet connections around the world. But our class was an educational triumph. Students could see me, hear me, see my PowerPoint presentations, and see articles that I had called up on my computer screen for analysis. All of the other Global Business Journalism program’s classes proceeded without incident, and the student reaction was overwhelmingly favorable.

“Even though the virus has resulted in the [journalism] school having to use a virtual classroom, it’s still brought so many good stories to the front page,” said Hai Lin (Helen) Wang, a GBJ master’s student from Canada who has been staying with her grandparents in Tianjin. “I hope we can all take advantage of this time.”

I conducted the first class from my dining room table in Arlington, Virginia. For the second class, I created a China-themed classroom in my basement, with two life-sized terracotta warriors from Xi’an in the background.

I feel heartened by the outpouring of support from around the world. A typical message came from said Ralph Martin, an emeritus professor of computer science at Cardiff University in Wales and a former guest professor at Tsinghua. “I hope your online courses go well and things will soon be back to normal,” he wrote in a note shared on university social media accounts.

I’m taking this one week at a time. We could have a technological meltdown any week. But I am cautiously optimistic. And I am looking for the silver linings in this dark cloud. For one thing, I can now ask prominent journalists, academics or policymakers in Washington, Europe or Africa to join our class in real time. 

I have great sympathy for everyone who has gotten sick, and mourn those who have died in the coronavirus epidemic. I feel a sense of empathy for the billion-plus people whose lives have been upended. While my academic routine has changed significantly, I can’t say that I have suffered, like so many of my friends and students in China. I think of them (and talk to them) every day.

In good times and in these challenging times, Tsinghua University has inspired me to become a better person and a better teacher. As a professor who loves teaching the brightest aspiring journalists from around the world, I owe it to my students to give them an educational experience that they will always remember … in a good way.

The world gave us lemons, and we are trying to make something sweet out of it. As one of my Texas friends said to me: “Lemonade, Rick. Lemonade.”

>>> Are you interested in applying to join Global Business Journalism or do you know a college senior or young journalist who would be interested in pursuing a master’s degree in the program? Here’s a link for admissions information.

 


7 reasons why you should apply to join the Global Business Journalism program at Tsinghua University

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Admission season is underway, and college seniors and young professionals across the world are looking for the best graduate school opportunities. The Global Business Journalism master’s program at Tsinghua University offers challenging, practical courses taught by veteran international journalists and journalism educators on one of the world’s most beautiful campuses.

Here are seven reasons why you should consider this internationally renowned English language journalism program based at China’s top university:

1. Advanced Journalism Learning

GBJ offers technologically advanced, timely and practical journalism training to the students. It’s an ideal mix for people who envision themselves becoming successful journalists in the next few years. Global Business Journalism alumni have landed jobs at international news outlets including Bloomberg News, CGTN, CNBC and more. GBJ students have interned at publications such as The New York Times, The Wall Street Journal and Agence France-Presse. The program is supported by two respected global news organizations: Bloomberg News and the International Center for Journalists.

2. A Distinguished Faculty

Few journalism schools in Asia have as many international professors, and none boast this kind of high-level journalism experience. In Global Business Journalism you’ll be blessed by the presence and support of three American professors each semester who give individual attention to each GBJ student. They are joined by a cadre of distinguished Chinese professors with strong academic qualifications and experience. This multicultural learning environment is certain to broaden your horizons.

3. A Wide Variety of Courses

In Global Business Journalism, you will learn about business news reporting, multimedia storytelling, advanced news writing, data analysis, basic economics and accounting, contemporary society in China, Chinese language skills, and even film and television production. All these courses make this program challenging, fascinating and exceptional. Global Business Journalism offers practical experience in an inspiring academic environment.

4. A Diverse Group of Students

GBJ has hosted students from more than 65 countries. This diversity makes the program unique and rewarding. You can also be one of the 20 international students, who get admitted to the program every year.

5. Professors Who Care About Each Student

One thing that amazes everyone is the learning partnerships that develop between the teachers and students in our program. The professors go out of their way to help the students learn and blossom as journalists. Professors give students quality time, not just regular office hours. There are regular informal lunches for students and professors. It creates a family atmosphere.

6. Access to Bloomberg Terminals and Other Advanced Learning Tools

The GBJ students are among the luckiest groups of journalism (or business) students in the world, because Bloomberg News has donated 10 Bloomberg terminals to the program. They are available, free of charge, to any Global Business Journalism student at any time. It is the largest such collection of all-donated terminals at any university in the world. GBJ students also have access to the Tsinghua “Future Media Lab,” a state-of-the-art multimedia learning facility. The Tsinghua School of Journalism and Communication also has television studios and equipment that can be reserved by our students.

7. All These Benefits – and You Might Get it for FREE!!!

You can be a part of a remarkable family, you can learn to be a better journalist, and you might be able to get your graduate education for free. No promises, of course. But Tsinghua University and the Chinese government offer significant scholarships to exceptional students and young media professionals. Apply early to secure the best chance for scholarship aid.

So don’t think twice. Know your worth, show your potential, apply for the program, and become a global member of Global Business Journalism family. We welcome you.

This historic building serves as Global Business Journalism’s headquarters on the Tsinghua campus. (Photo by Rick Dunham)

For the latest updates from GBJ, check out our news feed: https://www.globalbusinessjournalism.com/blog-1

Check out the website created by GBJ faculty and students: https://www.globalbusinessjournalism.com/

View the Tsinghua GBJ website: http://gbj.tsjc.tsinghua.edu.cn/

Application instructions: https://www.globalbusinessjournalism.com/apply

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GBJ hosts workshop on global climate change coverage

Journalism coverage of issues related to climate change can educate the public and shed light on one of the most important global policy issues of the 21st century, a group of international journalists and educators said during a workshop hosted by the Global Business Journalism Program.

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The workshop, called “Taking the Heat – Using Journalism for Educational Engagement on China,” was organized by the Tsinghua School of Journalism and Communication in partnership with Washington University in St. Louis, the Pulitzer Center and the Global Business Journalism Program.

The event took place Oct. 14 as part of the 7th International McDonnell Symposium. The symposium, which examined “Global Challenges for Today’s Research Universities,” was held for the first time in China. It was the first workshop held at the new Tsinghua Future Media Lab, which will be used by GBJ for New Media classes.

A recently released United Nations report cautioned that world leaders had just 12 years to avoid catastrophic climate change. Rather than debating the problem, the time has come to discuss solutions, Doug Harbrecht, a visiting professor at Tsinghua School of Journalism and Communication, told the audience of global scholars.

Professor Harbrecht described a trend toward “solutions journalism,” where media outlets around the world not only educate the public about the problems related to climate change but offer constructive solutions.

“They want to know how we can fix it,” he said. “They focus on what works, and why. It’s excellent journalism.”

Professor Rick Dunham, co-director of the Global Business Journalism Program at Tsinghua, highlighted international best practices in climate coverage. He cited extensive reporting in the South China Morning Post, The New York Times and the British Broadcasting Corporation. All of these news organizations used multimedia storytelling to explain the depth of the climate change crisis and focused public attention on innovative attempts to reverse its damaging effects.

Professor Dunham also looked at diverse coverage of the issue on the Chinese mainland. These included an in-depth series of reports in People’s Daily focusing on the government response and a series of documentary videos produced by Shanghai-based The Paper illustrating the effects of climate change in different countries including Mongolia, Madagascar and Morocco and explaining how each nation is adapting to the changing environment. He also highlighted how China’s meteorological administration has produced a series of multimedia reports on climate change in 11 areas of China and has discussed possible solutions.

Speakers at the workshop focused on the need for creative storytelling to make stories of climate change compelling to news consumers. Sean Gallagher, a Beijing-based photographer and filmmaker affiliated with the Pulitzer Center and National Geographic, said that focusing on individuals helps to tell broader stories about climate change.

“Most people do not connect to a story unless you show the people affected by the issue,” he said. “The best way to do it is put a face to that issue.”

Anthony Kuhn, a reporter for U.S. National Public Radio, reported extensively on deforestation in the Asia Pacific region. Deforestation is the second-leading cause of global warming after the burning of fossil fuels, he noted. In his presentation, Kuhn recommended that journalists and educators “go to the scene and explain” what is going on and its impact on society. He explained how he had reported from Indonesia, explaining that the deforested trees eventually were used in everyday consumer products from cookies to lipstick.

“One of my jobs is to connect this to people’s lives,” he said.

Professor Hang Min, TSJC Associate Dean for International Affairs, welcomed the participants and underscored Tsinghua’s role as a global leader in education and journalism innovation.

 


You’re invited: Here’s why (and how) you should apply to join the Global Business Journalism Program at Tsinghua

Are you interested in becoming an expert on the world’s fastest-growing economy?

Do you want to study Asia Pacific business development and report that to the world?

Do you want to have an amazing educational and personal experience in a dynamic country?

Do you want to learn how to share your stories with audiences via print, audio, video and digital media?

Please join us in the Global Business Journalism master’s degree program at Tsinghua University in China!

Here are instructions for application for the 2019-2020 academic year. Applications will be accepted after November 1, 2018.

1. Introduction

With China playing a key role in the global economy, there is a soaring demand for trained professionals who can understand the exciting, complicated development of the world’s fastest-growing economy and can explain it clearly and in depth to audiences in China and around the world.

Tsinghua University’s Master of Arts degree in Global Business Journalism is designed to meet that growing need. The program offers international students the opportunity to master the fine points of business, finance and economics in China. All courses are taught in English – the international language of business – by internationally renowned scholars and accomplished journalists with extensive global experience. The program’s facilities rival those of other leading journalism schools worldwide. The news lab has the largest number of Bloomberg terminals sponsored by the company of any college in the world.

Business journalism is one of the fastest growing areas of employment opportunities in the industry today. News audiences are eager to learn about the world of business, while media departments expect PR professionals to understand and analyze the complexities of business issues. Tsinghua’s Master of Global Business Journalism Program is designed to offer you the opportunity to meet these growing needs. We welcome you to join us!

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The first English-language graduate business journalism program on the Chinese mainland, created in partnership with the International Center for Journalists, it has sent more than 200 graduates to news outlets in China and globally over its first decade.

Launched in 2007, GBJ has already been recognized by students and recruiters alike as a world-class program. Academe, the world’s leading journal on higher education, has featured a series of articles on the program. The student body is culturally and professionally diverse. The full-time program spans two years of intense, fast-paced, rewarding study. Those who complete it successfully emerge with valuable connections, a rich array of opportunities and the business and journalism skills to capitalize on them. It is a two-year experience that will last a lifetime.

The program aims to bring business journalism in China in line with top international reporting standards. The Tsinghua School of Journalism and Communication has a long history of cooperation with major international media and financial-information organizations, and visiting scholars have come from outlets such as Bloomberg, Reuters, Business Week, The New York Times, Financial Times, The Washington Post and CNN.

GBJ offers an array of specialized courses that are at the forefront of global business journalism. Students can learn about international accounting standards, multimedia journalism, data mining, complex financial derivatives, journalism ethics, advanced feature writing techniques and the management of media organizations – knowledge that is transferable to other economies and other professions. At the same time, they gain a deeper knowledge of the Chinese language and economy.

The GBJ program benefits from other academic resources on the Tsinghua campus, including its prestigious School of Economics and Management, the Schwarzman Scholars Program, as well as many Chinese and global media and technology companies in Beijing. Internships, field trips and recruiter visits are integral parts of the program.

GBJ students have opportunities to attend conferences on new media, economic development, global economics and other business topics. They benefit from meetings and discussions with guest speakers, including top editors and reporters from leading Chinese and Western news outlets and international business executives. The GBJ has a growing network of smart, sophisticated reporters, editors and public relations professionals who can enhance the world’s understanding of economic and corporate developments in China and globally.

ChingChing Rick class 2018

2. Program Courses 

Basic Courses

Mass Communications and Society in Contemporary China

Chinese Language

Intercultural Communication

Media Research Methods

Workshop for Academic Training and Ethics

Core Courses

Business News Writing and Editing

Multimedia Business Reporting

Economics and Accounting Basics for Journalists

Business News Data Mining and Analysis

Elective Courses

Corporate Communication

Opinion and News Commentary

Hot Topics in the Global Economy

Basic News Writing

Advanced News Writing: Enterprise Journalism

Feature Writing

Corporate Strategies, Case Studies of Chinese and Global Companies

Personal Finance Reporting

Media Management

Workshop on Film and TV Production

Theory and Practice of Public Diplomacy

Data Journalism

Public Relations: An Introduction

Public Speaking

Other Requirements

Professional Seminar for Master’s Candidates in Global Business Journalism

Literature Review and Thesis Proposal

Academic Activities

Internship

GBJ at Bloomberg

3. Qualification Requirements for Applicants

Applicants should have a bachelor’s degree in related fields and a certificate proving English proficiency.

4. Application Documents

1) The completed Foreigner’s Application Form for Admission to Graduate Programs of Tsinghua University with a 2-inch recent photo, signed by the applicant;

2) Statement of Purpose and resume;

3) The original or the notarial degree certificate or proof of education at an academic institution (you need to submit an original or notarial degree certificate after it was awarded) and an academic transcript. The degree certificate and academic transcript must be officially sealed.

4) Two academic recommendation letters from scholars of associate professorship or higher. They must show referee’s phone number and email address on the letter.

5) For non-English speaking students, please provide English level certificates. e.g. TOEFL, IELTS, etc.

6) A copy of your passport page with personal information (personal and ordinary passport);

7) The completed Application Form for Tsinghua University Scholarship (if applicable, original);

8) A non-refundable application fee of RMB800.

The certificates provided should be the original documents in Chinese or in English, otherwise notarial translations in Chinese or English are required. None of the above application documents will be returned.

5. Application Procedure

Step 1: Online Application

Complete Online Application on the Application for Graduate Admission website at http://gradadmission.tsinghua.edu.cn

Step 2: Documents Submission

Submit the application documents listed above to the address indicated below by post mail or in person.

Step 3:Application Fee Payment 

There are two ways to pay application fee:

1 . Pay online using a credit card;

After your online application form is verified or the materials are received by Tsinghua University, the staff will make you the online payment draft, and at the same time, an email will be automatically sent out to remind you to pay the application fee via the online application system.

2 . Pay in cash at the Foreign Student Affairs Office (Room 120, Zijing Building 22) on the campus of Tsinghua University.

6. Application Deadline

March 20, 2019

Both the Online Application and a complete set of Application documents should be completed and the package should be received by March 20, 2019.

7. Tuition and Scholarship

Tuition:Program tuition fee for the year 2018-19 is RMB39000/year.

Accidental Injury and Hospitalization Insurance: RMB 600/year for 2018-19.

Please visit Tsinghua International Students and Scholars Center for more details about scholarships: https://is.tsinghua.edu.cn/publish/isscen/index.html

8. Program Website

For more information about the program, please visit the GBJ website at:

http://gbj.tsjc.tsinghua.edu.cn/

Follow us on:

Facebook: https: //www.facebook.com/GlobalBusinessJournalism/

Twitter: https://twitter.com/GBJprogram

Linkedin: https://www.linkedin.com/in/gbj-global-business-journalism-tsinghua-清华-11133657/

Instagram: https://www.instagram.com/gbjprogram/

Read more about the program:

International Center for Journalists website: https://www.icfj.org/our-work/tsinghua-global-business-journalism-program-gbj

Rick Dunham Blog: https://rickdunhamblog.com/category/global-business-journalism/

10.Contact Information:

Ms. Ma Chengcheng (Sarah Ma)

The GBJ Office Room 302, Omnicom Building,

School of Journalism and Communication

Tsinghua University,

Beijing 100084, P. R. China

Tel: +86 10 6279 6842

Fax: +86 10 6277 1410

E-mail: tsjcws@tsinghua.edu.cn


Election Analysis: Trump sacrifices House Republicans to strengthen GOP Senate majority

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A busy week of explaining the U.S. election to Chinese audiences.

China Radio International asked me to analyze the November 6 U.S. midterm elections. Instead of staying up all night watching the results in Washington, as I used to do during my 35 years of covering politics, I spent a day of my midterm (exam) week at Tsinghua University monitoring the returns, taking advantage of the 13-hour time difference to avoid sleep deprivation.

Here is a lightly edited transcript of my CRI Q&A:

Q: What’s your reaction to the election result?

A: It was exactly the result I expected. Donald Trump’s decision to divide the country along class and racial lines helped Republicans make gains in the Senate but it doomed them in the House. And I think Trump made a rational political decision: sacrifice the House to keep the Senate, where his nominees for executive office and the courts must be confirmed. This split verdict of the voters strengthens Trump as far as nominations are concerned, but it will make it hard for him to pass any legislation unless it is truly bipartisan. It also will subject him to aggressive oversight by the new Democratic committee chairmen in the newly Democratic House.

Q: To what extent do you think this is going to reshape the political landscape of America?

A: It confirms that 2016 was not a fluke and that Trump has realigned American politics. On the one hand, some suburban voters are switching to the Democratic Party, and women and younger voters are becoming more and more Democratic. But Trump has consolidated the realignment of white working-class voters and has managed to maintain the support of many educated white men in the suburbs. I think it means at least two more years of deeply divided politics and a focus by both parties on a few states that will determine the 2020 election: Pennsylvania, Michigan, Wisconsin, Minnesota, Iowa, Arizona and probably Florida.

Q: Donald Trump said two days before the elections that he planned to focus on the Senate. He declared the election results a “tremendous success” for Republicans. In what ways could this be a victory for Donald Trump?

A: Well, it’s a victory because he kept control of the Senate, and even strengthened the Republican majority. He is directly responsible for that with his highly charged rhetoric and his aggressive campaigning. Five new senators owe Trump their jobs. It means that Trump will have virtual carte blanche on nominations for administration positions and federal judgeships for the next two years.

Q: Do you think Donald Trump should be given the credit for Republicans keeping the Senate red?

A: Yes, he deserves credit. And so does Senate Majority Leader Mitch McConnell. Trump figured out a way to motivate his base. Democrats were enthusiastic about going to the polls to vote against Republicans. They figured out a way, with the Supreme Court nomination fight over Brett Kavanaugh, to charge up Republican base voters. Trump understands the Trump voters better than the American media does.

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The Magic of MAGA? Trump charges up his troops … again.

Q: With divided leadership in Congress and a president who has taken an expansive view of executive power, is Washington going to see even deeper political polarization and legislative gridlock?

A: Because the Democrats control the House, there will either be bipartisanship or gridlock. Judging by Trump’s track record, I would bet on gridlock. Unless Trump completely changes his persona and suddenly becomes a statesman, Washington will devolve into gridlock and recriminations. The House will investigate Trump. The Senate will support Trump. The most likely compromises will come when Congress debates spending bills, because they have to figure out a way to agree to pay for government operations.

Q: The 2018 midterms are viewed by many as a national referendum on President Trump. Why is that? Is that what usually happens in the U.S.?

A: Midterms are rarely a referendum on the president. The 2010 midterms were a referendum on Obamacare and government spending to counteract the Great Recession. The 2006 midterms were not a referendum on George W. Bush but a rejection of the wars in Iraq and Afghanistan. There is a saying in Washington that in Congress, all politics is local. In Donald Trump’s Washington, all politics is all Trump, all the time.

It was a referendum on Trump because he made it a referendum on himself. He could have made it a referendum on a strong economy, but he decided that dividing voters over issues such as immigration and judges would help Republicans keep the Senate. He was right about that, although Democratic Senate candidates got millions more votes than Republican candidates, and House Democratic candidates received a bigger majority of the two-party vote than either party has received since 2008. So the public spoke: Trump and Republicans are unpopular, but the American system, which gives each state two senators, benefits the smaller, more conservative states where Trump is popular.

Q: A survey released on the eve of the election shows that a quarter of Americans have lost friends over political disagreements and are less likely to attend social functions because of politics. What does it tell about the political environment in today’s American society?

A: It is toxic. I stayed off Twitter for much of the past week because there were too many angry people spending their time insulting each other. Social discourse in America is making people angry, depressed and divided. I hope that changes, but I’m not sure where the change will start.

Q: Why are we seeing more far-right activists using violence to express their political views, from the pipe bombs sent to prominent Democratic figures to the shooting at a Jewish synagogue in Pittsburgh that killed 11 people?

A: Far-right activists feel empowered and emboldened by Trump’s rhetoric and his successes. Trump is not responsible for crazed people who commit violent acts, but he does bear some responsibility for the lack of civility in public discourse and a failure to repudiate racial and religious hatred.

Q: Will the election result in any way influence the Trump administration’s trade policies?

A: I am an eternal optimist, and I think there’s a chance that Trump will try to cool down the rhetoric and try to find a negotiated settlement to the trade dispute with China. Election Day polling of voters found that only 25 percent of them believe that Trump’s trade policies are good for the American economy.

But it is also possible that, having declared victory, he will feel emboldened to continue to challenge traditional allies such as the EU and NATO, and get tough with China and even Russia, as we saw recently when he pulled out of the nuclear arms treaty.


GBJ Commencement Address: It’s time to end sexism in journalism. Now.

GBJ co-directors Hang Min and Rick Dunham on graduation day, 2018.

Here is the complete text of my commencement address to the Global Business Journalism graduation ceremony at Tsinghua University on July 5, 2018.

大家好。Добрый день. Welcome.

I am honored, on behalf of the International Center for Journalists and the international faculty of the Global Business Journalism Program, to congratulate all of you on your successful completion of your studies.

This special group includes some of the best young journalists in China, along with a diverse mixture of nations: Japan, Russia, Australia, Malaysia, Singapore, Thailand, Korea, Pakistan, Burundi, Azerbaijan, New Zealand, and the United States. Some of you already have made a mark on the world of business journalism during your Tsinghua years. I have great confidence that even more of you will have an impact in the years to come.

Since 2007, the Global Business Journalism program has improved the quality of journalism – and public understanding of business and economic issues – in China and around the world. You have benefited from cross-cultural learning, practical journalism training, and a varied curriculum featuring both Chinese and international professors at one of the world’s great universities.

In the GBJ program, about three-fourths of our students are women, and with rare exceptions, women are the top performers in our program. Yet many of these high achievers may face obstacles in the job market. Women suffer discrimination, overt and hidden, in hiring, promotion and pay. In many countries, it is acceptable to deny jobs or promotions to women because the employer fears they will become wives and mothers, and will not be as committed to their day jobs as men.

Subtle forms of discrimination continue to subvert women’s empowerment even in so-called progressive countries. A recent study of Twitter use by American political reporters found that of the 25 reporters who received the most social media replies from male political reporters in the United States, zero were women. And whose posts did male reporters share? Only three of the 25 most frequently shared reporters were women. It’s no surprise that the vast majority of “experts” quoted by male reporters tend to be male. It’s time for change.

Joyce Barnathan, president of the International Center for Journalists, was one of 10 prominent media leaders who last month proposed 14 steps to combat industry sexism. “It’s time to stop talking about the need for equality and start actively reforming the industry,” Joyce and the other leaders wrote.

We must overcome these insidious forms of male discrimination. In the words of the American civil rights anthem of the 1960s, “we shall overcome, some day.”

Barrows Dunham

My grandfather, Barrows Dunham, a philosopher, author and professor, wrote a book in 1947 entitled “Man Against Myth.” It analyzed social myths that powerful forces employ to maintain their power.

But a feminist author, Betty Millard, was unimpressed by the title, “Man Against Myth,” and produced her own tract in response: “Woman Against Myth.” She decried the cultural and religious customs cited to subjugate women around the world.

As Millard noted, Confucius wrote many centuries ago: “It is a law of nature that women should be kept under the control of men and not allowed any will of their own.” Confucius, without doubt, was a great man. But he was not always right.

Sadly, Millard’s analysis is still relevant today. A GBJ student, in his thesis this year, argued that Islamic feminists believe that “women’s struggle for equality with men is doomed to fail, as women are placed in ‘unnatural settings’ where they are denigrated and burdened with paid work on top of domestic labor.”

I believe in academic freedom, but I do not agree with the sentiments expressed in this quotation.

Fortunately, the Tsinghua School of Journalism and Communication is leading the way in empowering women. Our executive dean, Dr. Chen Changfeng, is a brilliant scholar and inspirational leader. Our associate dean for international affairs, my friend and GBJ co-director Dr. Hang Min, has earned a global reputation for media management and cross-cultural partnerships. Doctors Fan Hong and Dai Jia are popular GBJ professors, and Li Laoshi, Rose Li, is our indispensable international administrator. And more than half of the keynote speakers at our annual Tsinghua Business Journalism Forums have been women.

You see, women can achieve, if given the opportunity and freed of institutional and societal constraints. I hope that all of you in the graduating class of 2018 take inspiration from the accomplishments of your professors and your peers. It is sometimes harder for women to succeed in journalism. That’s the reality. Men still run most news organizations, and men make most of the hiring decisions. But through persistence and sheer excellence, women are gaining ground. I hope to live long enough to see some of you lead the journalistic, economic and even political worlds of the 21st century.

I close by quoting my favorite philosopher, my grandfather, Barrows Dunham. During a lecture in Massachusetts, he expressed optimism about the battle for social progress. “Even now,” he said, “we ourselves are determining the future, not by knowing what it will be, but by conceiving of what it can be.”

I look forward to you determining the future and changing our world. I will cherish your future achievements, unfettered by ancient superstitions and prejudices. Please stay in touch.

谢谢, 大家。Большое спасибо. Thank you.