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Course Overview

This capstone course will feature knowledge, disposition, and performance assessments that examine growth along dimensions critical to the effective leadership of educational innovation and improvement.

Learners will apply knowledge and principles of ambitious instruction, logics of innovation, improvement science, and exemplary cases to case studies of large-scale, practice-focused innovation. In doing so, they will identify and explain strengths in these innovations. They will also identify problems and challenges faced by these initiatives and, then, propose means of organizing and managing in response to those problems and challenges.

This course is part of the Leading Educational Innovation and Improvement MicroMasters Program offered by MichiganX.

What You’ll Learn

  • Applications of improvement science
  • Knowledge of strategies for leading educational innovation and improvement
  • Dispositions essential to organizing and managing educational innovation and improvement
  • Capabilities to construct research-based solutions to core challenges that arise in organizing and managing educational innovation and improvement

Prerequisites

Working knowledge of schools and education systems as well as the political, policy, and public pressures to improve educational opportunities and outcomes for all students.

MicroMasters® Program in Leading Educational Innovation and Improvement

Become an innovative leader in the classroom

Leading Ambitious Teaching and Learning
Designing and Leading Learning Systems
Improvement Science in Education
Case Studies in Continuous Educational Improvement
Leading Educational Innovation and Improvement Capstone
5 10 months total 2 - 4 hours each week
Complete Program $940.50
Program Details

Meet Your Instructors

Donald J. Peurach

Associate Professor of Educational Policy, Leadership, and Innovation in the School of Education at University of Michigan Donald J. Peurach is Associate Professor of Educational Policy, Leadership, and Innovation in the School of Education at the University of Michigan. His research, teaching, and outreach focus on the production, use, and management of knowledge-in-practice among social innovators and those they seek to serve. As such, his work sits squarely at the intersection of educational policy, leadership, and innovation. He is the author of Seeing Complexity in Public Education: Problems, Possibilities, and Success for All (2011, Oxford University Press) and a co-author of Improvement by Design: The Promise of Better Schools (2014, University of Chicago Press). Peurach also serves as a Fellow of the Carnegie Foundation for the Advancement of Teaching and as a Faculty Associate in the Center for Positive Organizations in the Ross School of Business (University of Michigan). Before pursuing an academic career, he was a high school mathematics teacher and, before that, a systems analyst in manufacturing, healthcare, and higher education. Peurach holds a BA in computer science from Wayne State University, an MPP from the Ford School of Public Policy at the University of Michigan, and a PhD in Educational Studies from the School of Education at the University of Michigan.

Course Overview

With principles of improvement science as a foundation, new knowledge about the continuous improvement of educational innovations is rapidly emerging among communities of educational professionals and researchers, as they work together in new ways to solve practical problems, improve student performance, and reduce achievement gaps.

Developed in collaboration with the Carnegie Foundation for the Advancement of Teaching, this course will use case studies to take learners deep into the design, organization, and management of three innovative approaches to large-scale, practice-focused continuous improvement that have currency in the US and abroad:

  • Design-Based Implementation Research
  • Implementation Science
  • Networked Improvement Communities

What You’ll Learn

  • To identify approaches to continuous improvement appropriate for specific schools and systems.
  • To apply logics of innovation and principles of improvement science to authentic cases of continuous improvement.

Prerequisites

Working knowledge of schools and education systems as well as the political, policy, and public pressures to improve educational opportunities and outcomes for all students.

MicroMasters® Program in Leading Educational Innovation and Improvement

Become an innovative leader in the classroom

Leading Ambitious Teaching and Learning
Designing and Leading Learning Systems
Improvement Science in Education
Case Studies in Continuous Educational Improvement
Leading Educational Innovation and Improvement Capstone
5 10 months total 2 - 4 hours each week
Complete Program $940.50
Program Details

Meet Your Instructors

Donald J. Peurach

Associate Professor of Educational Policy, Leadership, and Innovation in the School of Education at University of Michigan Donald J. Peurach is Associate Professor of Educational Policy, Leadership, and Innovation in the School of Education at the University of Michigan. His research, teaching, and outreach focus on the production, use, and management of knowledge-in-practice among social innovators and those they seek to serve. As such, his work sits squarely at the intersection of educational policy, leadership, and innovation. He is the author of Seeing Complexity in Public Education: Problems, Possibilities, and Success for All (2011, Oxford University Press) and a co-author of Improvement by Design: The Promise of Better Schools (2014, University of Chicago Press). Peurach also serves as a Fellow of the Carnegie Foundation for the Advancement of Teaching and as a Faculty Associate in the Center for Positive Organizations in the Ross School of Business (University of Michigan). Before pursuing an academic career, he was a high school mathematics teacher and, before that, a systems analyst in manufacturing, healthcare, and higher education. Peurach holds a BA in computer science from Wayne State University, an MPP from the Ford School of Public Policy at the University of Michigan, and a PhD in Educational Studies from the School of Education at the University of Michigan.

Paul LeMahieu

Senior VP for Programs and Operations at Carnegie Foundation Paul LeMahieu is the senior vice president for programs and operations at the Carnegie Foundation. At Carnegie, he directs all of its programmatic efforts as well as the work of the Center for Networked Improvement (comprised of groups dedicated to collaborative technology, analytics, improvement science, as well as network initiation and development). LeMahieu served as superintendent of education for the state of Hawaii, the only state in the nation that is a unitary school district with annual budgets totaling over $1.8 billion. He was President of the National Association of Test Directors and Vice President of the American Educational Research Association. He served on the National Academy of Sciences' Board on International Comparative Studies in Education, Mathematical Sciences Education Board, the National Board on Testing Policy, and the National Board on Professional Teaching Standards. His current professional interests focus on the adaptation of improvement science tools and methodologies for application in networks in education. He is a co-author of the recent book Learning to improve: How America’s schools can get better at getting better, and lead author of the forthcoming Working to improve: Seven approaches to quality improvement in education. LeMahieu has a doctorate from the University of Pittsburgh, a master’s from Harvard University, and a bachelor’s from Yale College.

Course Overview

With roots in industry and in health care, improvement science is a disciplined approach to educational innovation that supports teachers, leaders, and researchers in collaborating to solve specific problems of practice. Improvement science brings discipline and methods to different logics of innovation by integrating:

  • Problem analysis
  • Use of research
  • Development of solutions
  • Measurement of processes and outcomes
  • Rapid refinement through plan-do-study-act cycles.

For teachers, school leaders, and system leaders, improvement science moves educational innovation out of the realm of “fad” and into the realm of research-based, evidence-driven continuous improvement, with the goal of increasing the effectiveness of educational practice.

What You’ll Learn

  • Principles and methods of improvement science in education and other social sectors
  • Means of introducing improvement science in schools and systems
  • Approaches to accelerating improvement through networked improvement communities

Prerequisites

Working knowledge of schools and education systems as well as the political, policy, and public pressures to improve educational opportunities and outcomes for all students.

MicroMasters® Program in Leading Educational Innovation and Improvement

Become an innovative leader in the classroom

Leading Ambitious Teaching and Learning
Designing and Leading Learning Systems
Improvement Science in Education
Case Studies in Continuous Educational Improvement
Leading Educational Innovation and Improvement Capstone
5 10 months total 2 - 4 hours each week
Complete Program $940.50
Program Details

Meet Your Instructors

Donald J. Peurach

Associate Professor of Educational Policy, Leadership, and Innovation in the School of Education at University of Michigan Donald J. Peurach is Associate Professor of Educational Policy, Leadership, and Innovation in the School of Education at the University of Michigan. His research, teaching, and outreach focus on the production, use, and management of knowledge-in-practice among social innovators and those they seek to serve. As such, his work sits squarely at the intersection of educational policy, leadership, and innovation. He is the author of Seeing Complexity in Public Education: Problems, Possibilities, and Success for All (2011, Oxford University Press) and a co-author of Improvement by Design: The Promise of Better Schools (2014, University of Chicago Press). Peurach also serves as a Fellow of the Carnegie Foundation for the Advancement of Teaching and as a Faculty Associate in the Center for Positive Organizations in the Ross School of Business (University of Michigan). Before pursuing an academic career, he was a high school mathematics teacher and, before that, a systems analyst in manufacturing, healthcare, and higher education. Peurach holds a BA in computer science from Wayne State University, an MPP from the Ford School of Public Policy at the University of Michigan, and a PhD in Educational Studies from the School of Education at the University of Michigan.

Anthony S. Bryk

President at Carnegie Foundation for the Advancement of Teaching Anthony S. Bryk is the ninth president of the Carnegie Foundation for the Advancement of Teaching, where he is leading work on transforming educational research and development, more closely joining researchers and practitioners in networked improvement communities to improve teaching and learning. Formerly, he held the Spencer Chair in Organizational Studies in the School of Education and the Graduate School of Business at Stanford University from 2004 until assuming Carnegie's presidency in September 2008. He is a member of the National Academy of Education and was appointed by President Obama to the National Board for Education Sciences in 2010. He is one of America's most noted educational researchers. His 1993 book, Catholic Schools and the Common Good, is a classic in the sociology of education. His deep interest in bringing scholarship to bear on improving schooling is reflected in his later volumes, Trust in Schools (2002) and Organizing Schools for Improvement: Lessons from Chicago (2010). In his most recent work, Learning to Improve (2015), Bryk argues improvement science combined with the power of networks offers the field a new approach to reach ever increasing educational aspirations. Bryk holds a B.S. from Boston College and an Ed.D. from Harvard University.

Course Overview

Pursuing goals for ambitious teaching and learning requires that students, teachers, and educational leaders learn to work together in new ways. This course engages learners in exploring four leading logics of educational innovation: strategies and approaches to producing and using knowledge to improve educational practice and outcomes at scale, across many classrooms, schools, and systems. These logics include:

  • Shell enterprises
  • Diffusion enterprises
  • Incubation enterprises
  • Evolutionary enterprises

Each of these logics has been used successfully in different types of classrooms, schools, and systems, though each also features traps and pitfalls that complicate universal usage.

What You’ll Learn

  • To think and reason about innovation as producing, using, and refining practical knowledge in schools and systems.
  • To evaluate the alignment between innovation strategies and local contexts.
  • To coordinate innovation strategies with goals for ambitious teaching and learning.

Prerequisites

Working knowledge of schools and education systems as well as the political, policy, and public pressures to improve educational opportunities and outcomes for all students.

MicroMasters® Program in Leading Educational Innovation and Improvement

Become an innovative leader in the classroom

Leading Ambitious Teaching and Learning
Designing and Leading Learning Systems
Improvement Science in Education
Case Studies in Continuous Educational Improvement
Leading Educational Innovation and Improvement Capstone
5 10 months total 2 - 4 hours each week
Complete Program $940.50
Program Details

Meet Your Instructors

Donald J. Peurach

Associate Professor of Educational Policy, Leadership, and Innovation in the School of Education at University of Michigan Donald J. Peurach is Associate Professor of Educational Policy, Leadership, and Innovation in the School of Education at the University of Michigan. His research, teaching, and outreach focus on the production, use, and management of knowledge-in-practice among social innovators and those they seek to serve. As such, his work sits squarely at the intersection of educational policy, leadership, and innovation. He is the author of Seeing Complexity in Public Education: Problems, Possibilities, and Success for All (2011, Oxford University Press) and a co-author of Improvement by Design: The Promise of Better Schools (2014, University of Chicago Press). Peurach also serves as a Fellow of the Carnegie Foundation for the Advancement of Teaching and as a Faculty Associate in the Center for Positive Organizations in the Ross School of Business (University of Michigan). Before pursuing an academic career, he was a high school mathematics teacher and, before that, a systems analyst in manufacturing, healthcare, and higher education. Peurach holds a BA in computer science from Wayne State University, an MPP from the Ford School of Public Policy at the University of Michigan, and a PhD in Educational Studies from the School of Education at the University of Michigan.

Program overview

Education systems around the world face the central challenge of finding innovative solutions and techniques for improving student performance. This challenge is shared by teachers, teacher-leaders, and principals who are responsible for improving opportunities to learn, with two goals: raising average levels of student performance and reducing achievement gaps between students.

Beyond schools, leaders in district offices, government agencies, professional associations, and other non-governmental enterprises also share the challenge of improving student performance at scale across entire schools, districts, and systems.

What will you learn

  • To envision new possibilities for the work of students and teachers in classrooms.
  • To understand alternative logics and strategies for organizing the practice of educational innovation.
  • To examine the application of the emerging field of improvement science to the practice of educational innovation.
  • To explore innovation and improvement in large-scale educational reform initiatives in the US and around the world.
  • To improve your own practice as an educator, innovator, and/or reformer.
  • To develop and manage teams that use disciplined, evidence-based methods of educational innovation and improvement.
  • To employ disciplined, evidence-based methods of educational innovation and improvement to manage collaborations among schools, districts, and systems.

Program Class List

1
Leading Ambitious Teaching and Learning

Course Details
Learn why ambitious teaching and learning may be the key to global educational improvement and how to put it into practice.

Course Duration

6 weeks total

Time Commitment

2 - 4 hours each week

Price

$199.00

2
Designing and Leading Learning Systems

Course Details
Learn leading strategies for educational innovation to improve practice, raise student performance, and reduce achievement gaps.

Course Duration

8 weeks total

Time Commitment

2 - 4 hours each week

Price

$199.00

3
Improvement Science in Education

Course Details
Learn how to apply principles and practices of improvement science to improve educational practice, raise student performance, and reduce achievement gaps.

Course Duration

8 weeks total

Time Commitment

2 - 4 hours each week

Price

$199.00

4
Case Studies in Continuous Educational Improvement

Course Details
Learn about leading approaches to continuous educational improvement through case studies of educational innovation.

Course Duration

8 weeks total

Time Commitment

2 - 4 hours each week

Price

$199.00

5
Leading Educational Innovation and Improvement Capstone

Course Details
Apply your knowledge and demonstrate mastery, personal growth, and competency along dimensions central to leading educational innovation and improvement.

Course Duration

8 weeks total

Time Commitment

2 - 4 hours each week

Price

$249.00

Meet Your Instructors

Deborah Loewenberg Ball

The William H. Payne Collegiate Professor of Education and an Arthur F. Thurnau Professor in the School of Education at University of Michigan Deborah Loewenberg Ball is the William H. Payne Collegiate Professor of Education and an Arthur F. Thurnau Professor in the School of Education at the University of Michigan, and the founding director of TeachingWorks. She taught elementary school for more than 15 years, and continues to teach mathematics to elementary students every summer. Ball serves on the National Science Board and the Mathematical Sciences Research Institute Board of Trustees, chairs the Spencer Foundation Board of Directors, and is the president-elect of the American Educational Research Association. She completed eleven years as dean of the U-M School of Education in June 2016. Ball's research focuses on the practice of mathematics instruction and on the improvement of teacher training and development. She is an expert on teacher education, with a particular interest in how professional training and experience combine to equip beginning teachers with the skills and knowledge needed for responsible practice. Ball has authored or co-authored more than 150 publications and has lectured and made numerous major presentations around the world.

Nell Duke

Professor in the School of Education at The University of Michigan Nell Duke is a Professor in the School of Education at the University of Michigan. Her work focuses on early literacy development, particularly among children living in poverty. Her specific areas of expertise include development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She is the recipient of the P. David Pearson Scholarly Influence Award from the Literacy Research Association and the American Educational Research Association Early Career Award, as well as awards from the National Reading Conference, the National Council of Teachers of English, and the International Reading Association. She has served as co-principal investigator on projects funded by the Institute of Education Sciences, the National Science Foundation, the Spencer Foundation, and the George Lucas Educational Foundation, among other organizations. Duke has served as an advisor for many education and policy organizations. She has also served as author and consultant on a number of educational programs and speaks widely on literacy education. Among her books is Inside information: Developing powerful readers and writers of informational text through project-based instruction and Beyond bedtime stories: A parent’s guide to promoting reading, writing, and other literacy skills from birth to 5, now in its second edition.

Liz Kolb

Clinical Assistant Professor in the School of Education at University of Michigan Liz Kolb is a Clinical Assistant Professor in the School of Education at the University of Michigan. She authored Toys to Tools: Connecting Student Cell Phones to Education (published by ISTE, 2008), Cell Phones in the Classroom: A Practical Guide for the K-12 Educator (ISTE, 2011), and Unleash the Learning Power of Your Child's Cell Phone (ISTE, 2013). In addition, she has published numerous articles and book chapters on new technologies and education in prominent publications such as Education Leadership, Scholastic, Edutopia, ISTE's Edtekhub, and Learning and Leading with Technology. Kolb has done consulting work and has been a featured and keynote speaker at conferences all over the United States and Canada. She is an elected board member to MACUL, the state of Michigan organization for teaching with technology. She is a member of the COSN advisory board for mobile learning and emerging technologies. She is passionate about engaging students in education and educational opportunity through their own technologies. Kolb is also the creator and coordinator of the 4T Virtual Conference, which is a free conference for practitioners that occurs every May. Kolb is a former social studies and computer technology teacher.

Elizabeth Birr Moje

Dean of the School of Education at University of Michigan Elizabeth Birr Moje is the Dean of the School of Education, the George Herbert Mead Collegiate Professor of Education, and an Arthur F. Thurnau Professor in the School of Education at the University of Michigan. She is also a faculty associate in the Institute for Social Research and in the Latino/a Studies program. Moje began her career teaching history, biology, and drama at high schools in Colorado and Michigan. In her current research and community engagement work, Moje uses an array of methods to study and support young people’s literacy learning in Detroit, Michigan. She is particularly interested in the intersections between disciplinary literacies of school and the literacy practices of youth outside of school. She also studies how youth draw from home, community, ethnic, popular, and school cultures to make cultures and to enact identities. In related work focused on teacher learning, Moje developed and co-directs Teaching and Learning the Disciplines through Clinical Practice Rounds, with colleague Robert Bain. The Rounds Project, which advances discipline-based literacy teacher education in urban settings, was awarded the provost’s Teaching Innovation Prize at the University of Michigan in 2010.

Donald J. Peurach

Associate Professor of Educational Policy, Leadership, and Innovation in the School of Education at University of Michigan Donald J. Peurach is Associate Professor of Educational Policy, Leadership, and Innovation in the School of Education at the University of Michigan. His research, teaching, and outreach focus on the production, use, and management of knowledge-in-practice among social innovators and those they seek to serve. As such, his work sits squarely at the intersection of educational policy, leadership, and innovation. He is the author of Seeing Complexity in Public Education: Problems, Possibilities, and Success for All (2011, Oxford University Press) and a co-author of Improvement by Design: The Promise of Better Schools (2014, University of Chicago Press). Peurach also serves as a Fellow of the Carnegie Foundation for the Advancement of Teaching and as a Faculty Associate in the Center for Positive Organizations in the Ross School of Business (University of Michigan). Before pursuing an academic career, he was a high school mathematics teacher and, before that, a systems analyst in manufacturing, healthcare, and higher education. Peurach holds a BA in computer science from Wayne State University, an MPP from the Ford School of Public Policy at the University of Michigan, and a PhD in Educational Studies from the School of Education at the University of Michigan.

Gretchen Spreitzer

The Keith E. and Valerie J. Alessi Professor of Business Administration at University of Michigan
Gretchen M. Spreitzer is the Keith E. and Valerie J. Alessi Professor of Business Administration and Professor of Management and Organizations in the Ross School of Business at the University of Michigan. Her research focuses on employee empowerment and leadership development, particularly within a context of organizational change and decline. Her most recent work is looking at positive deviance and how organizations enable employees to thrive. This work fits within a larger effort at Ross to develop a Scholarship of Positive Organizing. She is the co-author of several books including How to be a Positive Leader (2014) with Jane Dutton, Handbook of Positive Organizational Scholarship with Kim Cameron, The Leader's Change Handbook: An Essential Guide to Setting Direction and Taking Action (1999) with Jay Conger and Edward Lawler, The Future of Leadership: Speaking to the Next Generation (2001) with Warren Bennis and Thomas Cummings, and A Company of Leaders: Five Disciplines for Unleashing the Power in Your Workforce (2001) with Robert Quinn.

Anthony S. Bryk

President at Carnegie Foundation for the Advancement of Teaching Anthony S. Bryk is the ninth president of the Carnegie Foundation for the Advancement of Teaching, where he is leading work on transforming educational research and development, more closely joining researchers and practitioners in networked improvement communities to improve teaching and learning. Formerly, he held the Spencer Chair in Organizational Studies in the School of Education and the Graduate School of Business at Stanford University from 2004 until assuming Carnegie's presidency in September 2008. He is a member of the National Academy of Education and was appointed by President Obama to the National Board for Education Sciences in 2010. He is one of America's most noted educational researchers. His 1993 book, Catholic Schools and the Common Good, is a classic in the sociology of education. His deep interest in bringing scholarship to bear on improving schooling is reflected in his later volumes, Trust in Schools (2002) and Organizing Schools for Improvement: Lessons from Chicago (2010). In his most recent work, Learning to Improve (2015), Bryk argues improvement science combined with the power of networks offers the field a new approach to reach ever increasing educational aspirations. Bryk holds a B.S. from Boston College and an Ed.D. from Harvard University.

Paul LeMahieu

Senior VP for Programs and Operations at Carnegie Foundation Paul LeMahieu is the senior vice president for programs and operations at the Carnegie Foundation. At Carnegie, he directs all of its programmatic efforts as well as the work of the Center for Networked Improvement (comprised of groups dedicated to collaborative technology, analytics, improvement science, as well as network initiation and development). LeMahieu served as superintendent of education for the state of Hawaii, the only state in the nation that is a unitary school district with annual budgets totaling over $1.8 billion. He was President of the National Association of Test Directors and Vice President of the American Educational Research Association. He served on the National Academy of Sciences' Board on International Comparative Studies in Education, Mathematical Sciences Education Board, the National Board on Testing Policy, and the National Board on Professional Teaching Standards. His current professional interests focus on the adaptation of improvement science tools and methodologies for application in networks in education. He is a co-author of the recent book Learning to improve: How America’s schools can get better at getting better, and lead author of the forthcoming Working to improve: Seven approaches to quality improvement in education. LeMahieu has a doctorate from the University of Pittsburgh, a master’s from Harvard University, and a bachelor’s from Yale College.

Alicia Grunow

Senior Fellow, Improvement Science at Carnegie Foundation for the Advancement of Teaching Alicia Grunow is a Senior Fellow, Improvement Science, at the Carnegie Foundation for the Advancement of Teaching.

Amanda Meyer

Associate, Improvement Science at Carnegie Foundation for the Advancement of Teaching Amanda Meyer is an Associate, Improvement Science, at the Carnegie Foundation for the Advancement of Teaching.

About This Course:

Injuries, such as motor vehicle crash, youth violence, and suicide, are the leading cause of child and adolescent death. However, almost all of these injuries can be prevented through the widespread application of evidence-based practices and policies.

Public health experts, nurses, physicians, social workers, teachers, child care providers, and parents all play a vital role in pediatric injury prevention. Despite its impact, very little training on injury prevention science currently exists.

This course lays a broad foundation for pediatric injury prevention and will increase your understanding of this major public health issue through powerful, concise, up-to-date lectures, interviews, and demonstrations from a multidisciplinary panel of nationally-recognized injury prevention experts.

This course is designed for multiple fields and levels of training, including healthcare, kinesiology, public policy, social work, pharmacy, dentistry, and psychology. The course is also appropriate for educators, coaches, child care providers, and parents.

As a learner, you will have the ability to select all modules or individual topics that interest you most. Comprised of 8 modules, this course may be taken from the comfort of your home or office, and you can learn at your own pace.

Physician/Nurse CME
The University of Michigan Medical School is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians. The University of Michigan Medical School designates this enduring material for a maximum of 25.5 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Please click this link for more information on FREE CME credits.

If you have any questions about the CME process, please email UMInjuryCenter@umich.edu.
 

What You’ll Learn:

  • Key concepts for successful injury prevention in children and teens, including Advocacy at both the local and national levels
  • Intentional injury prevention including Bullying, Dating Violence, Sexual Violence, Firearm Injury, and Suicide Prevention
  • Transportation Safety, including child safety seats and teen driving
  • Sports Concussion
  • The Opioid Epidemic and Adolescent Substance Use

Meet Your Instructor:

University of Michigan Injury Prevention Center

Course Team at The University of Michigan
The University of Michigan Injury Prevention Center is a comprehensive CDC-funded Injury Control Research Center that addresses urgent injury issues with research, education, and outreach. With nearly 250 members from 20+ institutions and faculty leadership from more than 14 departments at three academic institutions, the Center brings together many disciplines to focus on injury prevention. We aim to reduce injury by: publishing research findings, translating research into practice, disseminating actionable findings to community groups, publishing educational materials for practitioners, and providing support for developing injury policy. While we cover many injury topics, we have particular focus on transportation safety, violence interventions, prescription drug misuse, substance abuse, suicide, concussion, and special expertise in the population of teens and young adults (although not exclusively).

About This Course:

This course will empower non-prescribing providers to directly impact the ongoing opioid crisis in the United States through increased knowledge and tools that will transform practice and policies. The course will inform you about the opioid epidemic and provide information and research about evidence-based strategies that are focused on prevention, intervention, education, or policy.

This open learning course is designed primarily for non-prescribing healthcare, behavioral health, dental and social services professionals, as well as graduate-level students in these fields. Other individuals may also benefit from this course such as educators and physicians. Continuing Education (CE) for licensure is available upon successful completion of course content.

As a learner, you have the ability to select any or all of the modules and topics that interest you. You can complete the course in a linear or non-linear structure according to your preferred viewing order. This course is taught by experts in the field of opioid prevention, intervention, treatment, and policy. Through lectures, panels and interviews, knowledge checks and quizzes, and additional readings and activities, you can explore topics that are most relevant to your work or practice.

The course was developed by three University of Michigan programs, including the Institute for Healthcare Policy and Innovation (IHPI), Michigan-Opioid Prescribing Engagement Network (Michigan OPEN) and the CDC-funded University of Michigan Injury Prevention Center.

The University of Michigan Medical School designates this enduring material for a maximum of 15 AMA PRA Category 1 Credit(s)™. The University of Michigan Medical School is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

This activity contributes to the CME component of the American Board of Anesthesiology’s redesigned Maintenance of Certification in Anesthesiology™ (MOCA®) program, known as MOCA 2.0®. Please consult the ABA website, www.theABA.org, for a list of all MOCA 2.0 requirements.

If you would like to earn CME/MOCA credit for participating in this course, please review the information here prior to beginning the activity.

This course is approved by the Michigan Social Work Continuing Education Collaborative-Approval #101619-02 for 15 CE hours. The Collaborative is the approving body for the Michigan Board of Social Work.

 

What You’ll Learn:

  • Explain the factors that contributed to the current opioid crisis.
  • Understand the pathophysiology of pain and its treatment, including what opioids are and how they work.
  • Understand how to reduce unintended use and misuse of opioids using various strategies, including prescribing guidelines, surveillance, safe disposal of unused opioids, and intervention messaging.
  • Identify what strategies and tools you can employ to impact the safe use of opioids across clinical care settings and with a variety of populations.
  • Describe best practices for assessing and treating opioid use disorder (OUD) and explain the evidence that informs these best practices.
  • Understand different aspects of public policy that can impact the opioid epidemic.

Meet Your Instructor:

Karen Farris

Professor of Clinical Pharmacy at Institute for Healthcare Policy and Innovation
Dr. Farris' health services research focuses on social theories to examine how individuals manage medications, and how pharmacists in primary care settings influence medication use. She studies individuals' medication adherence and reasons for non-adherence, including concern and necessity beliefs, and self-reporting adverse effects. She has quantified the impact of pharmacists’ care on medication adherence and health outcomes. Dr. Farris is a member of the IHPI Institute Leadership Team.

About this course

Master the fundamental components of advanced literature searching in the health sciences.

Informationist Mark MacEachern and a team of fellow health sciences informationists at the University of Michigan designed this course for anyone responsible for constructing literature searches as part of their research. This course will specifically help professionals and researchers in the health sciences improve the overall quality and reporting of their literature searches.

After completing the course, you will better understand the importance of literature searches in health sciences work, the components of effective searches, and best practices to sufficiently report the search process. All learners who rely heavily on past research in their project work – regardless of their experience or current competence – will benefit from this practical learning experience.

 

What you’ll learn

  • The components of advanced searches
  • How to identify the types of projects dependent on advanced searching
  • How to construct advanced searches
  • Ways to uncover search-related biases that impact projects
  • Procedures for citation management
  • Best practices for reporting search strategies

Meet your instructors

Mark MacEachern

Mark MacEachern

Health Sciences Informationist at Taubman Health Sciences Library, The University of Michigan
Mark MacEachern is a health sciences informationist at the University of Michigan Taubman Health Sciences Library. As an informationist, Mark teaches health sciences students about evidence-based practice and advanced search methodologies, and frequently collaborates with health professionals on review projects. In 2013, he co-developed the flipped, continuing education course Systematic Reviews: Opportunities for Librarians, which empowers information experts to engage in such projects, and lead the course through 2017. He has also been invited to join the faculty of the Medical Library Association's Research Training Institute, which will see its first cohort in 2018. Mark received his Master of Library and Information Science degree from the University of Western Ontario in 2007.

Jean Song

Health Sciences Informationist at Taubman Health Sciences Library, The University of Michigan
Jean Song is the Assistant Director for Academic and Clinical Engagement (ACE) for the University of Michigan’s (UM) Taubman Health Sciences Library (THL). She began her career as the Reference Coordinator at the Public Health Library & Informatics at UM and then moved to Pfizer Global Research and Development where she worked as a systems administrator and project manager for their document management and adverse event reporting systems. She returned to UM as the Bioinformationist for THL and a liaison to the National Center for Integrative Biomedical Informatics (NCBI). She then headed and built the Research and Informatics unit at THL and moved into her current role as the lead of ACE. The ACE unit at THL has responsibility for curricular integration and teaching and learning in departments across the schools of health sciences, expert searching and systematic reviews, and clinical information management services. Jean has her B.S. in biological sciences from Stanford University and her MSI from the UM’s School of Information.

Tyler Nix

Health Sciences Informationist at Taubman Health Sciences Library, The University of Michigan
Tyler Nix is an informationist at the University of Michigan Taubman Health Sciences Library, where he partners with health sciences students and faculty on education and research projects related to advanced literature searches, research impact metrics and tools, and data visualization resources. Prior to the University of Michigan, he was an Associate Fellow at the National Library of Medicine. Tyler received his Master of Science in Library Science degree from the University of Kentucky in 2015.

Judith Smith

Health Sciences Informationist at Taubman Health Sciences Library, The University of Michigan
Judy Smith is a Health Sciences Informationist at the Taubman Health Sciences Library (THL), at the University of Michigan, Ann Arbor. Judy partners with faculty, students, and staff in the Department of Health Policy and Management in the School of Public Health. In that role, she works to integrate information skills and resources into the curriculum, providing numerous instruction sessions and consultations on advanced literature review techniques. Additionally, Judy engages with public health research initiatives, especially as they relate to health policy. She also serves as a point person for information needs at an interdisciplinary research complex, the North Campus Research Complex (NCRC), which houses the Institute for Health Care Policy and Innovation. Judy is also working with a team of informationists at THL on a mixed methods study to measure the library’s impact patient and population care. Judy holds a Master of Science, Library and Information Science from the University of Illinois, Champaign Urbana, and a Bachelor of Arts in English from the University of Michigan.