2— Friday, March 30, 2018
The Michigan Daily — michigandaily.com
News
TUESDAY:
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THURSDAY:
Twitter Talk
FRIDAY:
Behind the Story
WEDNESDAY:
This Week in History
MONDAY:
Looking at the Numbers
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Editorial Staff
Every Friday, one Daily news staffer will give a behind the scenes
look at one of this week’s stories. This week, LSA freshman Zayna
Syed wrote about the epidemics of alcoholism and drug addiction
and their manifestations on campus.
“It was definitely shocking to see the lack of treatment. It’s a public
health issue that I don’t feel like gets talked about very much. Opioid
addiction has been brought up in presidential debates, it’s been a hot
topic the last few years, but what’s really not talked about is alcohol
addiction, especially in college, and how the culture of heavy drinking
normalizes addiction. Something really interesting someone said was
a lot of times people don’t find out they’re addicts until after they leave
college. They’ll be drinking heavily with their friends, and after they’re
graduate, they’re like, ‘Okay, I should probably stop.’ But then they
try and stop, and they find it’s very difficult. Another thing I think is
important to distinguish is alcohol addiction in general is very different
from just drinking a lot. People who are addicts have some sort of
chemical imbalance that physically makes them want it. Writing the
story was definitely difficult to grapple with, because I think we as a
nation have failed a lot of people.”
LSA freshman Zayna Syed, “Students, addiction specialists call for
culture shift on alcohol, drug addiction”
BE HIND THE STORY
ALEXIS RANKIN/DAILY
QUOTE OF THE WE E K
“
When someone greets me with an enthusiastic ‘Go
Blue’ I can relate. I do go blue. I go blue when I look at my
paystubs, and I go blue when I think about my first two
years here when I had to eat all of my meals on the floor
because I couldn’t even afford a couch. I go blue when I
think of last summer, when I lived under the impending
fear of eviction because I couldn’t keep up with my rent,
and before anyone forgets, again, I work three jobs.“
Victor Rodriguez-Pereira, Lecturer I in Romance Languages and Literatures Department, tutor, barista
2012, the University has been
experimenting with translating
classes and educational content
into online modules. In fact,
the University was one of the
first partners of Coursera and
affiliated itself with edX in 2015.
The first Teach-Out, focused
on the transition from democratic
to
authoritarian
rule,
was
published on March 31, 2017.
The release date was a nod to the
first teach-in, which took place
overnight starting on March 24,
1965.
The Teach-Outs have now
been running for a year. James
DeVaney, associate vice provost
for
Academic
Innovation,
believes the series has had a
positive impact so far.
“We are off to a terrific start
after one year of Teach-Outs,”
DeVaney wrote in an email
to The Daily. “Nearly 60,000
participants from around the
world have engaged in these
global
community
learning
events
where
scale
meets
social
learning
and multidirectional interaction
is facilitated around timely topics
of widespread interest.”
Ten Teach-Outs have been
released since last March on
issuesranging from social justice
to sleep deprivation to virtual
reality. DeVaney says the Office
of Academic Innovation gathers
topic proposals from faculty,
University
organizations
and
Academic
Innovation
team
members.
Physics professor Tim McKay
is one of the series’ founders
and also co-led the “Privacy,
Reputation
and
Identity
in
a Digital Age” Teach-Out in
January 2018. He thinks the
Teach-Out idea was sparked
by the culmination of several
factors, including the University’s
tradition, the rise of MOOCs and
a growing sentiment of social
responsibility.
“Here we had this heritage of
teaching in the moment, getting
campus experts out to talk to
people, and this new way of doing
it, these massive open online
courses,” McKay said. “There
was, I think, a year ago, a renewed
sense on campus that current
affairs called for more input from
the academic world.”
The
name
“Teach-Out”
originates from “teach-in,” but
conveys the broader impact of
the new learning series. McKay
believes the online platform of the
Teach-Outs differentiates them
from teach-ins in that they are
more accessible to people outside
the world of academia. According
to McKay, Teach-Outs are special
because they reach non-academic
audiences who might not have as
much experience with a topic.
“The only drawback of a teach-
in is that we only talk to each
other, like here on campus, and
we do that a lot anyway,” McKay
said. “It’s not going to change the
world, to do a teach-in.”
As with the teach-ins of the
’60s and ’70s, the Teach-Outs
are founded on the principle
of translating the University’s
brainpower into positive impact.
Academia is often criticized
as being elitist or disengaged,
but Teach-Out leaders say the
series allows the academy to
share its knowledge with larger
audiences.
Wallace
House
Director Lynette Clemetson
led a recently released Teach-
Out
called
“Free
Speech
in
Journalism,”
and
she
agrees with the sentiment of
increased accessibility.
“The kinds of conversations
that you would have in a
rigorous
academic
setting
don’t have to be confined to
the campus itself,” Clemetson
said. “The experts and the
topics and the research and the
pursuit of people who are part
of the University should not
be just kept within the walls
of the University. It’s very, I
think, anti-ivory tower.”
The Office of Academic
Innovation agrees that the goal
of the series is to extend the
University’s reach. DeVaney
wrote that in publishing the
Teach-Outs,
the
office
is
trying to “reimagine public
engagement.”
So
far,
the
Teach-Out
series has been accessed by
60,000 people from more than
100 countries. The Teach-
Outs are marketed through
Coursera and edX, which already
have plenty of active users, and
by advertisements sent to the
University’s alumni network.
The
majority
of
people
participating in the Teach-Outs,
at least in McKay’s experience, are
not affiliated with the University.
Many learners are just people
who have an internet connection
and want to join the conversation.
According
to
Clemetson,
the Teach-Outs attract people
who genuinely want to discuss
impactful topics and learn from
others.
“There is a target audience
there, who not only wants to
connect with the information,
but also wants to connect with
a community of people who are
similarly interested in learning
about the topic,” Clemetson said.
Due to the series’ broad
international
presence,
participants have a wide array of
experiences. The first Teach-Out,
which focused on the transition
from democratic to authoritarian
rule, drew comments from people
who had lived or who currently
live
under
an
authoritarian
government.
McKay
thinks
the
diverse
perspectives
on
authoritarian rule enriched the
conversation.
One core characteristic of the
Teach-Outs is an emphasis on
social responsibility. The Teach-
Outs are meant to facilitate
conversation
about
relevant,
current issues, from the rise of
“fake news” to concerns about
online identity and personal data.
McKay says all Teach-Out
topics are inspired by current
events, but the nature of each
Teach-Out’s timeliness varies.
“The
timeliness,
you
can
think about it in different scales,”
McKay said. “So, free speech
— clearly a timely issue. Timely
this week? Maybe not. But in this
year, or this season, or now, yes,
very timely. They have different
paces, so as the office has learned
how to produce these, they’re
working with that, and trying
to figure out, you know, a way to
generate a steady flow of these in
a way that really works.”
TEACH
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