2— Friday, March 30, 2018
The Michigan Daily — michigandaily.com
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Behind the Story

WEDNESDAY:

This Week in History

MONDAY:

Looking at the Numbers

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The Michigan Daily (ISSN 0745-967) is published Monday through Friday during the 
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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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