2026 BEA OL

When it launched in 1942 as the first journalism program at an Historically Black College, Lincoln University's School of Journalism in Jefferson City not only engaged students working at The Clarion, the student newspaper started in the 1930s, but also hosted high school journalism conferences and a national awards program. With fewer than 30 students, the school was established in the era of segregation. Today, even with a small enrollment, the program continues to expand and evolve with a new broadcast facility scheduled to open in 2026. This session showcases both the rich history and the present of the Lincoln University Journalism program. Media historian George Daniels shares what he's learned researching the history of the j-school and its graduates. Will Sites, the only full-time faculty member in the Lincoln University program shares how he's maintained high standards of journalism while looking for ways to introduce cutting edge technologies into his teaching, which has expanded to the local Jefferson City Correctional Center. Students in the prison education program are now contributing news content to The Clarion's website.

While most student radio and television stations work closely with campus partners, it can be difficult to build relationships with the broader community as a student media outlet. On many campuses, students are unfamiliar with the broader community since they are far from home and their on-campus living situation in a college town is temporary. From an advisor perspective, working with community partners can be particularly difficult for student media outlets because of frequent staff turnover. This panel will discuss how WZND Radio at Illinois State University has been able to successfully embed itself into the broader Bloomington-Normal community despite these challenges. Faculty and students will provide specific examples, including partnerships with local arts and entertainment venues, regular interviews with local newsmakers, and support for local philanthropic organizations. The panel will also discuss best practices for off-campus community involvement and how to get students to "buy into" a local mindset despite seeing the broader community as temporary neighbors.

Join our 2026 Faculty Creative Competition Best of Show winners as they showcase their work and talk about their creative processes.

Audio Competition: Dyslexia Stories Podcast episode 1, Stacey Irwin – Millersville University
Documentary Competition: One Day in November, Brian Plow – Ohio University
Film & Video Competition: Red Rice, Wenhwa Tsao – Columbia College Chicago
Interactive Multimedia & Emerging Technologies Competition: The life of Yesman, Michael Lee & Jaeho Kang – Ball State University

Assessing “Advancing a Culturally Proficient Workforce”: A First-Year Review; George Daniels, University of Alabama

The Tipping Point: Time Allocation, “Hidden” Service and Work-Life Balance in Media-Centric Departments; Sara Magee, Loyola University Maryland and Adam Kuban, Ball State University

Historical Broadcast Journalism Program as a Media Law Pedagogical Resource: A Critical Discourse Analysis of The MacNeil/Lehrer Report: “The A.C.L.U. and the Nazis”; Raja Das, Ohio University

This panel addresses a burgeoning tension in higher education: the conflict between maintaining traditional academic rigor and feeling the pressure to "meet students where they are." Inspired by Walt Hunter’s February 2026 article in The Atlantic, "Stop Meeting Students Where They Are," executive board members Thom Baggerman (Point Park University), Sara Magee (Loyola University-Maryland), Adam Kuban (Ball State University), and Jen Meadows (California State University-Chico) will facilitate a candid discussion on the pedagogical and professional impacts of "holding the line." As curricula are increasingly condensed to accommodate shortened attention spans and digital distractions, faculty reinforcing high standards often face being branded as "anti-student" or tone-deaf to modern learners' needs. This session explores the rationales and tactics of educators who refuse to abbreviate expectations, arguing that true student-centricity involves providing the rigorous training necessary for long-term professional competency rather than immediate academic comfort. Beyond the classroom, panelists will grapple with institutional ramifications, specifically regarding student retention and morale. In an era where administrators can often equate retention with student satisfaction, high academic standards can seem in conflict with university enrollment goals. Participants will discuss the "retention-rigor paradox," examining how to navigate pressures to inflate grades while preserving the integrity of the degree. By sharing strategies for communicating the value of "productive struggle" to both students and administrators, this panel aims to empower faculty to reclaim the classroom as a site of deep, sustained focus without sacrificing their commitment to student success.