{"id":4169,"date":"2024-05-14T13:31:25","date_gmt":"2024-05-14T17:31:25","guid":{"rendered":"https:\/\/websites.emerson.edu\/grad-life\/?p=4169"},"modified":"2024-05-14T13:31:28","modified_gmt":"2024-05-14T17:31:28","slug":"students-partner-with-the-boston-globe-and-emerson-polling-for-survey-research","status":"publish","type":"post","link":"https:\/\/websites.emerson.edu\/grad-life\/2024\/05\/14\/students-partner-with-the-boston-globe-and-emerson-polling-for-survey-research\/","title":{"rendered":"Students Partner with the Boston Globe and Emerson Polling for Survey Research"},"content":{"rendered":"\n
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\"Laurie<\/figure>\n<\/div>\n\n\n\n
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If you\u2019re researching graduate programs, you may have noticed that many schools have different research and professional opportunities. At Emerson, our graduate programs offer a variety of high-quality opportunities to help students get the most out of graduate school. Today we\u2019re highlighting how Emerson\u2019s graduate and undergraduate students collaborated on a project with the Boston Globe<\/em> and Emerson Polling<\/strong><\/a>. We\u2019ll hear from Laurie Hilburn, a graduate student who was deeply involved in this project and wrote the project\u2019s cover article<\/strong><\/a> for the <\/strong>Boston Globe Magazine<\/em><\/strong><\/a>.\u00a0<\/p>\n\n\n\n

How did the Boston Globe and Emerson Polling project get started?<\/h2>\n\n\n\n

Laurie explains that each year, Emerson\u2019s Associate Professor and Interim Graduate Program Director Susanne Althoff<\/strong><\/a> offers a course called Writing for the Boston Globe. In this course, students learn from writers and staff members at the Globe<\/em>. The course\u2019s main assignment is to pitch an idea to the Globe<\/em>. From there, students work with the staff to write and publish a piece in Globe Magazine<\/em>. <\/p>\n<\/div>\n<\/div>\n\n\n\n

<\/h2>\n\n\n\n

This year, Professor Althoff partnered with <\/strong>Emerson Polling<\/strong><\/a> <\/strong>and the Boston Globe<\/em>. \u201cThe Polling project was new to the course,\u201d Laurie explains. \u201cIt made an already unique course even more specialized.\u201d In addition to meeting guest lecturers from different departments of the Globe<\/em>, the students also got to explore survey research.<\/p>\n\n\n\n

With support from the Emerson Polling team, Laurie and her classmates surveyed 6,000 New England residents about their opinions on higher education. Once the results came back, the students worked with the Boston Globe<\/em> and Emerson Polling to analyze the survey data and write about the results for the Globe<\/em>.<\/p>\n\n\n\n

How did you create the survey?<\/h2>\n\n\n\n

To decide what topic to explore with the survey, Laurie and her classmates read recent articles about education in the Globe<\/em> and other New England news sources. \u201cWe started seeing a theme,\u201d Laurie explains. \u201cNew England is the place where higher education began in the US. It\u2019s supposed to be the seat of higher education, but people here are frustrated and tired of all the barriers to higher education.\u201d <\/p>\n\n\n\n

After noticing this trend of disillusionment in conversations about higher education, the class met with Francis Storrs<\/strong><\/a>, Editor of the Sunday Globe<\/em>. Francis and the students wanted to learn more about New Englanders\u2019 perspectives on higher education and how those perspectives have shifted over time. <\/p>\n\n\n\n

Throughout the semester, Camille Mumford<\/strong><\/a> and Spencer Kimball<\/strong><\/a> from Emerson Polling gave the class a crash course on how to develop a survey. The students would present questions they wanted answered through the survey, and Camille and Spencer helped format those questions into a polling-friendly format. For example, the students and the Globe <\/em>wanted to know how people with different political affiliations felt about higher education. They also wanted to explore how factors such as education level, gender identity, age, and level of employment might impact people\u2019s feelings about higher education.<\/p>\n\n\n\n

After the students crafted a list of questions with the Boston Globe<\/em> and Emerson Polling, the Emerson Polling team sent out the survey in February 2024.<\/p>\n\n\n\n

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What was it like analyzing survey data?<\/h2>\n\n\n\n

When survey responses came back in March, Laurie was surprised by how much she enjoyed analyzing the data. \u201cI usually don\u2019t like numbers, but this was fascinating to me!\u201d she says. <\/p>\n\n\n\n

The Emerson Polling team taught the students about some foundational statistical skills. Laurie and her classmates learned about strategies like <\/strong>cross-tabulation<\/strong><\/a> to make in-depth observations about the survey data. Laurie soon realized that she enjoyed finding patterns and trends within the data.<\/p>\n<\/div>\n\n\n\n

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\"A
Photo by Christopher Gower<\/strong><\/a> on Unsplash<\/strong><\/a><\/figcaption><\/figure>\n<\/div>\n<\/div>\n\n\n\n

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As the students sifted through all the polling data, they worked with staff at the Globe<\/em> to pitch some ideas for what to write about the survey. Laurie had the task of writing the cover article<\/strong><\/a> <\/strong>introducing the project to the public. Three of Laurie\u2019s classmates wrote articles about specific trends in the survey data<\/strong><\/a>. Julia DaSilva-Novotny wrote an article about college debt<\/strong><\/a>, Audrey Silalahi about college degrees for jobs<\/strong><\/a>, and Angelina Parrillo about conservatives in higher education<\/strong><\/a>. \u201cWith our powers combined, and everyone supporting us at Emerson Polling and the Boston Globe, our articles came out well.\u201d<\/p>\n\n\n\n

What was it like writing for the Boston Globe?<\/h2>\n\n\n\n

\u201cI\u2019ve never written for a magazine before, and it was a very fun learning process,\u201d Laurie explains. At first, it was challenging to write about the project in a digestible format. Laurie recalls writing her first draft in an academic tone and having to modify her piece for a magazine format. \u201cI had to learn how to write in an accessible voice while also including some of our survey findings,\u201d she adds. <\/p>\n\n\n\n

As part of her piece, Laurie interviewed several experts about higher education. She spoke with Lawrence Schall<\/strong><\/a>, the New England Commissioner of Higher Education, Julie Reuben<\/strong><\/a>, an Academic Historian at Harvard, and Michael Poliakoff<\/strong><\/a>, President of the American Council of Trustees and Alumni. Interviewing experts was intimidating at first, but Laurie says it was another positive learning experience. \u201cI learned how to hold my own and be more of an active listener during interviews.\u201d<\/p>\n\n\n\n

How will this experience help you in your professional journey?<\/h2>\n\n\n\n

\u201cGetting a byline in the Boston Globe<\/em> is huge!\u201d Laurie says. Having her name attached to such a distinguished publication will help her network within the publishing and writing industry.\u00a0<\/p>\n\n\n\n

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\"The
Photo by Mari Ganesh Kumar<\/strong><\/a> on Unsplash<\/strong><\/a><\/figcaption><\/figure>\n<\/div>\n\n\n\n
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Working with people like Francis Storrs at the Globe<\/em> and interviewing field experts has also been a networking opportunity. \u201cI want to keep my name in people\u2019s minds,\u201d she says. Over the summer, Laurie plans to pitch some short-form pieces to the Globe<\/em>. She\u2019s hoping the connections she\u2019s formed with the Globe<\/em> staff will help her chances of being published.<\/p>\n\n\n\n

In addition to professional connections, Laurie\u2019s experience in this course has taught her some valuable skills. She now feels more confident writing a strong pitch for a magazine or publisher. Writing for the Globe has also given Laurie experience in writing for different audiences. She now has more practice molding her writing style to the publication\u2019s needs, which is a valuable and marketable skill. <\/p>\n<\/div>\n<\/div>\n\n\n\n

<\/p>\n\n\n\n

What\u2019s next for you?<\/h2>\n\n\n\n

Laurie plans to graduate from Emerson\u2019s Publishing and Writing MA<\/strong><\/a> program in December 2024. This transition will be bittersweet for her. Laurie lives with a disability and recalls finding Emerson College at a pivotal time while growing up with chronic health problems. \u201cI was home a lot from school and unsure what the future would look like. During that time, I started reading Ralph Waldo Emerson\u2019s work, which became very important to me.\u201d\u00a0<\/p>\n\n\n\n

Once, Laurie googled \u201cEmerson,\u201d hoping to find one of her favorite quotes. When Emerson College popped up, she was thrilled to find a school with the same name as her favorite author. From that point on, Laurie\u2019s dream was to attend Emerson College.\u00a0<\/p>\n\n\n\n

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While Laurie later realized that Emerson was not named after the poet, Laurie chose to attend Emerson\u2019s Publishing and Writing MA because of the program\u2019s broad scope. \u201cI knew I wanted to work in publishing, but I wasn\u2019t sure exactly which part of publishing,\u201d Laurie explains. \u201cI wanted a program that would give me a wide set of transferable skills, and Emerson\u2019s program offered that.\u201d <\/p>\n\n\n\n

Now that she is nearing the end of her graduate studies, Laurie reflects that Emerson has helped her become a \u201cjack of all trades\u201d in publishing skills. While she now has the skills to pursue any area of publishing, Laurie hopes to find work as a literary publisher or editor. Eventually, she would like to pursue a PhD studying feminism and women\u2019s literature. Laurie also hopes to become a professor and publish a book of her own.<\/p>\n<\/div>\n\n\n\n

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\"A<\/figure>\n<\/div>\n<\/div>\n\n\n\n

<\/p>\n\n\n\n

How can people keep up with your work?<\/h2>\n\n\n\n

To keep up with Laurie\u2019s work in the writing and publishing world, be sure to check out her portfolio<\/strong> <\/a>and follow her on LinkedIn<\/strong><\/a>. <\/p>\n\n\n\n

We hope this feature has given you a glimpse of the kinds of opportunities available to Emerson graduate students. For more information about our graduate programs, schedule a call<\/strong><\/a> with one of our admissions counselors today.<\/p>\n\n\n\n

<\/div>\n\n\n\n
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Read more about Emerson graduate student accomplishments<\/a><\/div>\n<\/div>\n\n\n\n

<\/p>\n\n\n\n

<\/div>\n","protected":false},"excerpt":{"rendered":"

If you\u2019re researching graduate programs, you may have noticed that many schools have different research and professional opportunities. At Emerson, our graduate programs offer a variety of high-quality opportunities to help students get the most out of graduate school. 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