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Your Summer Learning List with Michigan Online

Eric Joyce, Brand/Product Analyst Senior
@EricMJoyce

The temperatures are quickly rising this summer and so is your chance to heat up your career or pursue a passion with a growing library of online learning experiences through Michigan Online.

Created by University of Michigan faculty and instructional teams (including students and staff), these open courses are an opportunity to continue your learning journey. Whether you’re looking to gain new skills to enhance your job or internship this summer, want to get ahead in preparation for this fall, or explore a lifelong interest, we invite you to explore Michigan Online to find what’s right for you.

Not sure where to start?

We recommend taking a look at these options to get started.

*Don’t forget! All students, alumni, faculty, and staff for the University of Michigan’s Ann Arbor, Dearborn, and Flint campuses can earn a verified certificate for free when completing any of these courses.


Learn Something New in a Single Course

Data Science Ethics
Data scientists or anyone beginning to use, or expand their use of, data will benefit from this look at the ethical and privacy implications of collecting and managing big data.

 

Injury Prevention for Children & Teens
Health care professionals, educators, child care providers, parents, and more play a vital role in pediatric injury prevention. Increase your understanding of this major public health issue. This course also qualifies for Continuing Medical education (CME) credits.

 

Leading for Equity, Diversity and Inclusion in Higher Education
Current and emerging leaders can learn how to become transformational leaders in support of diversity, equity, and inclusion at their institution.

 

Making Successful Decisions through the Strategy, Law & Ethics Model
Improve your decision-making abilities in your personal and professional life by following a model focusing on the pillars of strategy, law, and ethics.

 

Mindware: Critical Thinking for the Information Age
See how basic concepts from statistics, probability, cognitive psychology, and more can be applied to everyday judgments and choices.

 

Model Thinking
Prepare for advanced courses in the social sciences and start thinking differently with this starter kit of models.

 

Programación para todos (empezando con Python)
Test your Spanish skills and learn the Python programming language in this newly translated version of the popular “Programming for Everybody (Getting Started with Python)” course.

 

The Science of Success: What Researchers Know that You Should Know
Learn what most successful people do differently from others and improve success in your personal and professional life.

 

Storytelling for Social Change
See how building empathy and developing characters can offer multiple perspectives on complex problems.

 

Take a Deeper Dive with these Course Series

Anatomy
Better understand the features of different organ systems in relation to the human body’s form and function in this four-course series.

 

Applied Data Science with Python
Gain an advanced understanding of data science through popular Python toolkits in this five-course series. A basic understanding of the Python programming language is recommended.

 

Foundational Finance for Strategic Decision Making
Apply the theory and practice of financial decision-making in this four-course series. This series is ideal for anyone seeking to advance or pursue a career in business or is preparing to enter a Master of Business Administration (MBA) degree program.

 

Python for Everybody
Jon the tens of thousands who have learned fundamental programming concepts in this five-course series.

 

Statistics with Python
Learn the beginning and intermediate concepts of statistical analysis using the Python programming language in this three-course series. This series prepares learners for foundational statistics courses in a residential setting.

 

User Experience Research and Design
Gain hands-on experience taking a product from an initial concept to a polished user experience by understanding user needs in six-course series.

 

Join a Conversation in a Teach-Out

Arts and Technology Teach-Out (July)
Join us on Instagram for this look at the intersection of art and technology. The conversation is taking place throughout the month of July at instagram.com/Michigan.Online.

 

Free Speech on Campus (August)
Join the conversation this August in this look at the role free speech plays on university campuses and how this shapes the broader narrative about free speech protection across the United States.

 


These are only a few recommendations from our vast library of more than 150 learning experiences on Michigan Online. Browse our full catalog and join us in a learning adventure this summer!

 

Democratizing and Diversifying Higher Education: A Case Study

Cathy Hearn, Fall & Winter Course Advocate

This is the fourth blog post in a series on the School of Education’s 2018 Winter Cohort initiative. In the first post in this series, Professor Donald Peurach introduced the 2018 Winter Cohort: a learning experience in which University of Michigan graduate students collaborated with online learners from across the globe to complete content from the School of Education’s MicroMasters program in Leading Educational Innovation and Improvement.

In this post, Cathy Hearn takes the 2018 Winter Cohort as case study for the ways in which we can harness educational innovations to further the causes of democratizing and diversifying higher education. Through the 2018 Winter Cohort, the course team strove to provide an accessible, flexible experience, enriched by the perspectives of peers from across an impressive range of national, cultural, and professional settings.

Democratizing Higher Education

The rise of online learning brings with it the prospect of dramatically widening access to education. When this education is designed and delivered by a team at a world-class university, we are talking not only about access, but also about quality. Online education from institutions like the University of Michigan has the potential to provide equal access to a high-quality educational experience to anybody with internet access and a smartphone or computer, where in the past, access to such resources was hindered by barriers of a financial, geographic, social-cultural, or other nature.

Students seated around a long row of tables with professor Don Peurach standing at the front of room looking at a projection screen with seven individuals on webcams.Approximately 11% of the University of Michigan student population are foreign nationals (2015); by contrast, our 2018 Winter Cohort learners came from across five continents. While we did not collect financial data, this geographic range—coupled with the fact that online learners could take the course for free or at a low cost—likely meant our class was more socioeconomically diverse than most at the University of Michigan. Further, our course provided learners across the globe with an opportunity to access knowledge, advanced largely in well-resourced American research institutions, and adapt this learning in support of their local settings.

In my view, two important priorities across all higher education teaching should be: (1) the inclusion of students taking non-traditional pathways, such as those working full-time or those with children, and (2) the support of learners with diverse learning preferences, including those with learning disabilities. As expected, the majority of our off-campus learners outside of Ann Arbor held jobs alongside their studies, and many spoke of families and other commitments. We also found a significant segment of our Ann Arbor-based learners were also working in addition to their studies. Potentially, they were attracted by the fact that we held class sessions for Ann Arbor-based learners triweekly, and a start time of 5 p.m.

Learners were keen to share the ways in which they used our online resources in ways that better suited their lifestyles and learning preferences: from creative use of technology to visualize their learning, to downloading lectures so they could listen to course content like a podcast during a busy commute. When asked how they viewed the experience, learners characterized it in a variety of ways. They reported that the cohort experience was:

  • “very flexible and highly practice-based,”
  • like “learning with a group of colleagues who had worked together for years,”
  • like “working in a network learning hub,” and
  • like “creating a professional team of change warriors.”

One of the strengths of this learning experience was that learners felt the agency to shape their experience into a form that matched their preferences and aspirations.

The Value of Diversity

Opening up our classroom to learners from across the world meant opening up our learners to a diversity of perspectives that served to nuance, challenge, and enrich the learning experience. While diversity manifested itself in a variety of ways, it ultimately amounted to a richness of thought and perspective that would have proved difficult to replicate in a fully residential environment.

A diverse group of students standing in a classroom and smiling at the camera.While many of the master’s students at the School of Education are early-career professionals, most with experience in K-12 settings, we found a tremendous diversity of professional experience—both in terms of sector and years served—among our online learners. Our learners benefited from the expertise of professionals working across a variety of sectors and roles, including: vocational and adult educators, policy professionals, educational technology entrepreneurs, and seasoned teachers and administrators from K-12 settings. In interviews and surveys, learners consistently spoke to the benefits of these diverse perspectives, for instance:

“I valued the different professional backgrounds of my team members. Being able to connect with individuals from different areas, with different educational backgrounds and professional experiences, was particularly valuable.”

Another of the more visible aspects of our course diversity was in national origin and cultural background. Learners noted several advantages to collaborating with others from across the globe, for example:

“The opportunity, in collaboration with colleagues, to consider improvement science from an international comparative perspective.”

As the University of Michigan continues to establish its status as a university with a positive global reach and impact, I hope we continue to recognize the fact that our international learners are valuable contributors to a richer learning environment for all students.

I’m keen to note that while aspects of identity such as race or socioeconomic status are rightly central to many discussions of diversity in higher education, several of our learners chose to disclose their identities to course colleagues in terms of their professional backgrounds or countries of origin. Since our learners were not required to upload profile photos, disclose financial information, of use their names in their edX user identities, racial and socioeconomic aspects were less immediately apparent in the online portion of our class. In this way, we have discussed the possibility that phenomena such as implicit racial, gender or (dis)ability bias were perhaps slightly mitigated by these features.

Reflection

Throughout the 2018 Winter Cohort initiative, our team consistently engaged in critical evaluation and reflection. We recognize with pride that we worked hard to embrace and valorize the incredible diversity that our course attracted. At the same time, the process had us asking important questions of ourselves:

  • Are our course materials too US-centric, or can they be made more relevant for our learners from global contexts? Are there ways that we can empower learners through the creation of such content?
  • How can we make sure that we are accessing learners who could stand to benefit the most from our course? How can we support learners in developing the skills necessary to persist and succeed in a demanding online course?
  • Are there ways that we can ensure that our courses can be easily adapted by learners with different learning preferences or ability statuses?

Online and hybrid courses like ours provide exciting possibilities for welcoming an ever-wider range of learners to a world-class education. Pushing ourselves to ensure our courses welcome, reflect, and embrace this diversity means pushing ourselves to create a stronger learning experience for all participants.


Read these other blog posts from the 2018 Winter Cohort of the University of Michigan’s Leading Educational Innovation and Improvement MicroMasters program:

Connect with the School of Education MicroMasters team: @UMLeadEdHub.

Teach-In. Teach-Out. Teach Each Other.

An Open Welcome Letter to the Participants of the 2018 Teach-Out Academy

James DeVaney, Associate Vice Provost for Academic Innovation
@devaneygoblue

Dear Teach-Out Academy Participants:

This is an invitation to change the future. You are invited to create positive social impact through teaching and learning. You are invited to discover new ways to foster dialogue by combining scholarly expertise with communities of engaged citizens and thought leaders outside the academy. You are invited to democratize discussions around timely topics of widespread interest. You are invited challenge our collective thinking about where expertise resides and how problems could and should be solved.

We’re thrilled to welcome you to springtime in Ann Arbor for the first ever University of Michigan Teach-Out Academy. We couldn’t be more excited about the first cohort of Teach-Out Academy participants who will join us from Brown University, Davidson College, Emory University, MIT, Stanford University, Texas A&M University, University of Colorado, University of Illinois, University of Notre Dame, and University of Pennsylvania. What a terrific group!

On May 14, this group of ten like-minded institutions will convene to catalyze an emerging mode of public engagement: teach-outs are free and open online learning events intended to activate public concern around timely social issues. Participants from all corners of the world come together to learn, engage, and create change around some of the most pressing issues today. We were inspired by your proposals to create new teach-outs and trust that you will help us build upon this new model and share ideas for reimagining public engagement.

Elyse Aurbach, public engagement lead at the Office of Academic Innovation (AI), provides a great summary of the opportunity ahead of us, “Teach-Outs are uniquely able to harness the intellectual depth and scholarship at the university and to mobilize experts to address a timely topic. But they’re also an opportunity for us to break down the walls of the University and elevate other voices, adding rich breadth and scope of perspectives and ideas to the scholarly conversation.”

U-M created it’s first Teach-Out in March 2017. Yet the story goes much deeper as U-M has a long history of innovation in public engagement and just-in-time learning. It was on my own campus tour as a prospective Michigan student that I first heard the story of the polio vaccine being announced by Thomas Francis Jr. and Jonas Salk in 1955. I’ve heard the story a hundred times since. The U-M community is understandably proud of this moment and also sees it as a critical illustration of the important role that research universities play. But it was only recently that I learned how the announcement was shared.

I knew that Francis Jr., Salk, and 500 others gathered in the Rackham building on U-M’s Ann Arbor campus to share an incredible public announcement, which followed Salk’s field trials involving more than 1.8 million children. The breakthrough was of course remarkable. But so was our institution’s commitment to knowledge dissemination and public engagement. As many gathered on campus, the announcement was simultaneously broadcasted on closed-circuit to 54,000 physicians watching in movie theaters across the country. In 1955. The world was listening in as Francis Jr. declared the vaccine “safe, effective, and potent”.

Almost exactly 10 years later, on March 24th, 1965, the Teach-In was born in Ann Arbor. In response to President Johnson’s escalation of US involvement in Vietnam, faculty were set to strike. The world was messy. They wanted answers.

Rather than strike, they saw power in their collective knowledge. Faculty and students staged a Teach-In, the first of its kind, that started at 8pm on the 24th and lasted until 8am the next morning. More than 3,000 faculty, students, and community members participated. They sought to activate public concern, and elevate public discourse.

A couple days before the first Teach-In, the Michigan Daily, our student newspaper, ran an article titled “New Faculty Strategy More Constructive, Effective”. It prepared our campus community for a new kind of event. The piece opined, “If the faculty group gets representatives to present both sides of the fence, in debate form in addition to individual speeches, the “teach-in” would attract many people who want to get a clearer idea of what’s going on in Southeast Asia.”

Learners wanted to understand complex problems and knew that true understanding would require diverse perspectives.

As is the case today, there was no shortage of similarly important topics to explore in the later half of the 1960s. Michigan launched more Teach-Ins. Becoming more informed and participating in positive problem solving events turned out to be contagious. Within the same year, 1965, the original Teach-In event sparked a series of similar events on more than 35 campuses across the country. Campuses well beyond Ann Arbor saw power in collective knowledge and sought perspectives and solutions to the problems of the day.

In 1970, we filled our basketball arena for a new Teach-In that became the first Earth Day. Eight-thousand people gathered to elevate public discourse and problem solve around societal issues that matter most. Eight-thousand! There were MOOCs before there were MOOCs!

I talked to several members of the Academic Innovation team about the upcoming Teach-Out Academy. Their collective wisdom is worth sharing as we gear up for the working sessions ahead.

Steve Welsh, the lead learning experience designer for the U-M Teach-Out Series, connects our present efforts to our history of innovation, ”Following the model and spirit of the Teach-Ins, we have an obligation to use the knowledge and expertise we’re fortunate to have on our campus to further the discussion and engage with a broader public. And in 2018, we have the ability to hold that discussion with a global community.”

How then do we engage diverse audience at all levels and provide new gateways to lifelong learning? Sean Patrick, design media lead at the Office of Academic Innovation, calls this the “Milton-Bradley Model: For Ages 8 to 88”. Teach-Outs are an open invitation to all. How do we create meaningful opportunities for learning for communities that reflect the diversity of our society? This as a considerable design challenge but one worth our highest attention.

Like the Teach-In before, we hope institutions around the country (and the globe) will strengthen dialogue around timely topics and facilitate compassionate interactions between participants inside and well beyond academy.

We will gather in Ann Arbor to take a deep dive into the pedagogy and design of Teach-Outs, discuss production processes for just-in-time content, develop calls to action, and explore promotion and engagement strategies. We have designed a workshop for a small, focused cohort of like-minded institutions who seek to construct and disseminate new knowledge through public dialogue.

There is so much we can learn together. Cait Holman, Associate Director for R&D at AI sees opportunity to better understand how people learn and wants, “to understand what critical conversations look like – how people present their arguments, how the ‘other side’ responds, and how people represent processing new information in real time in text.”

The U-M team has thought long and hard about the awesome potential and numerous challenges related to developing high quality short-form learning experiences. Will Potter, a senior academic innovation fellow for digital storytelling puts it this way, “Teach-Outs have built-in restrictions on the amount of material that’s presented, and how quickly it will be produced. You have to think very deliberately about what material makes the cut, how it can be accomplished in a tight timeframe, and why a diverse audience will care. That process really forces you to think differently about your areas of expertise, and in my experience it has also prompted me to reflect upon my research in new ways.”

Lauren Atkins Budde, associate director of design management, sees a creative challenge in designing each new teach-out, “there is a lot of joy in meeting the challenge of creating a comprehensive learning opportunity with very scaled down parameters. I think of it like producing a short film – you have to be much more efficient and thoughtful with the limited time and resources that you have and as a result, you’re often much more creative because you have to be.”

Benjamin Morse, a lead design manager for the Teach-Out Series, reminds us that constructing Teach-Outs is inherently different from other teaching and learning innovations, “This “just-in-time” model lends itself to short timelines and agile design principles. We recognize that each project and each Teach-Out team will be uniquely different and our model has to be flexible enough to bend without breaking, and if it does break, we have to learn how to expand the model to fit that situation.”

We can’t wait to have you with us on campus. The U-M Teach-Out Series is part of our institution’s deep commitment to engage the public in exploring and understanding the problems, events, and phenomena most important to society.

Will Potter, speaks for many of us when he highlights our obligations to innovate in this space, “I teach my journalism students that reporting and research means little if we are unable to communicate what we have learned; we have a responsibility to explain our work in a way that is accessible, and meaningful, to our audiences. I view the Teach-Outs as fulfilling a parallel responsibility for educators.”

Morse paints a picture of what may result from our collaborations together, “I hope the Teach-Out philosophy becomes a ubiquitous model for public engagement in the online learning space. I hope that we create something that others replicate in their own context and iterate on to meet their organizational teaching and learning aspirations. I hope we can help redefine the scope of public engagement within institutions of higher education by providing recognized, viable channels of distribution with opportunities for dialogical interaction.”

We are proud to contribute to U-M’s long history of leadership at the intersection of public engagement and academic innovation. We know that through collaboration with all of you, we are far more likely to create a world where everyone can participate – a compassionate public square for the information age.

This is an official invitation to change the future. Let’s teach-in, teach-out, and teach each other.

Sincerely,
James DeVaney
Associate Vice Provost for Academic Innovation at the University of Michigan