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What Letter of Inspiration Would You Write to Your Younger Self?

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What Letter of Inspiration Would You Write to Your Younger Self?

What letter of inspiration would you write to your younger self? Do you know anything now about life and the world that you didn’t know before? Could you offer a younger you any advice that would have been helpful while growing up?

Last month, Rob McClure, a Tony-nominated Broadway actor, began his starring role in the Broadway musical “Beetlejuice.” On opening night, he decided to leave a letter to an audience member; it went viral on Instagram. (You can see a trailer for “Beetlejuice” here. Mr. McClure is the father character.)

In “At 11, I Sat in Seat D8. Now I’m Onstage in ‘Beetlejuice.’,” Mr. McClure writes about why he chose to leave a message for an unknown theatergoer:

At the end of April, I opened my seventh Broadway show, “Beetlejuice,” at the Winter Garden Theater. I am immensely lucky. Yes, there are two decades of hard work behind me, thousands of “Nos” for every “Yes,” and I had the goods to stick with it.

But let’s be real. I’m also lucky. My successes are not wholly my own. I share them with those who provided me the millions of nudges, inadvertent and purposeful, that helped me. So when I noticed a small, sentimental moment of serendipity last week, I decided to celebrate it with a stranger.

In 1996, Mrs. Entwistle and Mrs. Gerrish — my sixth grade teachers at David E. Owens Middle School in New Milford, New Jersey — decided to teach us about T.S. Eliot and his cats. The lesson culminated in a trip across the George Washington Bridge to see what was then “Now and Forever” at the Winter Garden on Broadway.

We were not a theatrical family, and while my Dad can really sing and my Mom enjoyed the arts in school, theater was not on my radar growing up. So, it being my first Broadway show, I kept my ticket stub and Playbill, which I have continued to do for almost every show since. (Apologies to Marie Kondo and my loving wife.)

When “Beetlejuice” moved into the theater and I walked out onto that stage, I couldn’t help but glance up at the house-right side of the mezzanine. I instantly remembered the inverse view, and the little boy whose view it was, unaware of the permanent tattoo being inked into his core. There’s a “Memory” joke to be made here, but I’ll spare us. After all, I’m sentimental, not cloying. I acknowledge the difference.

That sixth grader had no sense that something had just begun. I’m willing to bet that I adored every second of the show. But the 11-year-old anti-sentimentalists in my class had already begun to chip away at me. So “Cats” was “weird,” or even “dumb.” Being in love with Broadway wasn’t exactly cool.

Ten years ago, I was at La Jolla Playhouse doing the out-of-town tryout of what would become “Chaplin.” Before a 9:30 a.m. student matinee, my voice was not waking up. Panicked, I started running the seats of the theater, hoping the physical exertion would get my voice moving. Starting down by the stage, I ran horizontally through row A, then B, and so on, touching each seat as I passed.

Not only did it do the trick vocally, but I suddenly felt very connected to the room. Since that day, I’ve tried to run the theater before every performance, at theaters around the world, including the 10,000-plus seat Muny in St. Louis. I claim it’s solely as a warm-up, but I would be lying if I said it hasn’t become somewhat, dare I say, sentimental.

As I ran the Winter Garden for the first time, I paused at MEZZ D8, my seat from 23 years earlier. (I have the stub to know for sure, but I could have come close without it.) I had an idea. On opening night, I would reach out to 6th grade me and tell him it’s O.K. to fall in love with Broadway, and that dreaming big isn’t something to be sheepish about.

“23 years ago, being on Broadway was an unfathomable fantasy,” I wrote. “Tonight, I’ll be playing Adam Maitland in the show you’re about to see … I don’t know who you are or what your aspirations might be, but it’s possible.”

I finished the note, tweeted a quick photo, Scotch-taped it to the seat, and finished my run. Within hours, it had been retweeted over a thousand times, to millions of people.

Students, read the entire article, then tell us:

— Mr. McClure writes, “On opening night, I would reach out to 6th grade me and tell him it’s O.K. to fall in love with Broadway, and that dreaming big isn’t something to be sheepish about.” What letter of inspiration would you write to your younger self? What advice would you give?

— What inspirational message would you want to receive right now from your future self?

— Have you ever received a letter or some unexpected piece of inspiration or advice? If yes, tell us your experience. How did you receive the message? How did it affect you?

— What do you find most meaningful in Mr. McClure’s letter to an anonymous audience member? Do you find his message helpful or inspiring? Explain why.

— Why do you think Mr. McClure wrote the letter and then posted it on Instagram? Why do you think his post exploded on social media? Do you agree with him that we crave sentimentality?

— How would you have felt if you had been the person sitting in seat D8? Would you have tried to contact or thank Mr. McClure? Why or why not?

— Mr. McClure writes, “But let’s be real. I’m also lucky. My successes are not wholly my own. I share them with those who provided me the millions of nudges, inadvertent and purposeful, that helped me. So when I noticed a small, sentimental moment of serendipity last week, I decided to celebrate it with a stranger.” Imagine you also had the opportunity to offer a message of inspiration to a complete stranger. What would you say?

Students 13 and older are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Insights from the Administrator Track of the 2019 Coursera Partners Conference

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Insights from the Administrator Track of the 2019 Coursera Partners Conference

By Cathryn Richter, Principal Partnership Manager

We wrapped the 2019 Coursera Partners Conference at the University of London last month, and program quality was a primary topic of discussion as more partners invest in for-credit programs on Coursera like degree programs and MasterTrack™ Certificates. The Administrator Track (AT) sessions convened top institutional decision-makers to discuss the challenges of achieving organizational goals by bridging theory with best practices in online learning.

#1 Stackable, online Master’s degrees are here to stay

At previous Coursera conferences, the underlying thinking about stackable, online Master’s degrees was that they were an experiment. We needed to test the waters. This year, partners showed up to share about not only how their programs are working, but why they plan to build more. In the session Online Degrees: Agents of Change, the room was full of university leaders wanting to hear more about the programs being launched on Coursera. Panelists from our newest degree programs shared their commitment to educational access through stackability and flexibility.

Beth Winkelstein, from the University of Pennsylvania, discussed the primary learning benefits of Penn’s Master of Computer and Information Technology. With the intention to scale to nearly 600 students a year, the program is one-third of the cost of the on-campus program, and created with flexibility in mind for mid-career professionals. The program is the only online Ivy League Master’s degree in computer science designed for students without a computer science background.

From the University of Colorado Boulder, Quentin McAndrew shared the institution’s unique approach to online degrees with performance-based admissions. CU Boulder’s Master of Science in Electrical Engineering will not require a Bachelor’s degree, and admittance is based on the ability to pass a Specialization. Faculty are paving the way for studying electrical engineering online in a fully customizable way, allowing learners to pick which courses they want as they build towards the program’s 30 credits.

Quentin McAndrew, of the University of Colorado Boulder, explains the primary components of Boulder’s new Masters of Science in Electrical Engineering to the Administrator Track audience.

#2: The industry and academy connection must be strengthened

In two separate sessions, partners from both academia and industry discussed ways to strengthen communication between their respective institutions. On day one, during University and Industry Collaborations, Solveig Nicklos, of the Abu Dhabi School of Government expressed, “Education is not meeting our needs.” She went on to share that the learning curve is only getting steeper, and a new learning paradigm is needed right away to teach skills to the workforce of tomorrow. Panelists and audience members expressed the desire to co-develop applied learning experiences to serve learners who need new skills.

On day two, panelists from Revolution: Alternative Digital Credentials discussed ensuring the right content gets delivered to learners in an accessible, flexible way through a credential that’s recognized by the industry. A great example of industry/university collaboration was between panelists from IBM and Northeastern University: IBM currently issues digital badge credentials that provide credit for three of Northeastern’s degrees. Coursera is working to help university and industry partners make connections like this to support future credentialing innovation.

Solveig Nicklos, the Dean of the Abu Dhabi School of Government, shares her presentation about partnering with Coursera to a packed Admin Track room.
Sean O’Brien, Senior VP of Education at SAS, moderates University and Industry Collaborations.

#3: Opinions differ, but rigor is a priority

Audience members enjoyed a lively debate at Your Global Campus: Making it Happen. Soulaymane Kachani, Vice Provost at Columbia University, proposed that online programs should have the same admissions standards as on-campus programs, and that high quality programs would be reflected by selectivity of admissions.

William Kuskin, Vice Provost at the University of Colorado Boulder, countered that through Boulder’s newest degree programs, learners would be admitted based upon their performance. The Boulder team believes that providing more access to programs does not degrade the quality or rigor of the program, and that flexibility and choice are key components of online programs. “Learning belongs to the learner,” William remarked.

Regardless of where you stand, the panel agreed that we have arrived at a key reflection point as institutions determine their goals for creating new credentials and programs. Attendees discussed motivations such as access, scale, tuition, and rankings. Above all is a dedication to rigorous programs with high standards for learning.

As Coursera expands its support of new programs, we are grateful for the thoughtful and dedicated approach that our university and industry partners bring in the spirit of collaboration. The discussions that began at the Partners Conference will continue as we build the future of innovative, stackable, and accessible learning. Together, we will bring the world’s best education to anyone, anywhere.

Soulaymane Kachani of Columbia University shares his concerns about rigor in online programs.
William Kuskin, of the University of Colorado Boulder listens as he gears up for a spirited debate.

 

Key insights from the Course Teams Track at the 2019 Coursera Partners Conference

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Key insights from the Course Teams Track at the 2019 Coursera Partners Conference

By Nikki Gibson

Tea and scones were a star attraction at this year’s 2019 Coursera Partners Conference, which took place at the historical University of London. The Course Teams Track brought together a diverse group of participants: instructors, instructional designers, project managers, administrators, video producers, media specialists, marketing specialists, and many others. Over the course of five sessions, university and industry speakers shared key insights into how they design, create, and market online courses at scale. Here are the main themes that emerged during our discussions:

#1 – Increase course engagement by connecting with learners

Several panelists urged participants to add personal touches to their videos to increase learner engagement. Charles “Chuck” Severance from the University of Michigan spoke about “breaking the fourth wall.” One way he achieved this was by playing the notorious “Pomp and Circumstance” graduation song and wearing a cap and gown at the end of his “Introduction to Python” course to congratulate learners on their achievement. Marketing strategies were also presented as a way to reach, engage, and retain learners. Kelly Cannon discussed how the Museum of Modern Art enables learners to preview content through engaging storytelling. To market their course “Seeing Through Photographs,” which includes photographs of the moon, MoMa posted Instagram stories on the day of an eclipse, on the anniversary of the Apollo 11 moon landing, and on World Photo Day. This helped the show why the course is compelling and relevant.

#2 – You can scale production and maintain quality

As online content repositories grow, many partners have worked to strike a balance for factors like production time, budget, and quality. Kathryn Kearney shared how Google Cloud takes into account how often their content will need to be refreshed during development. As a result, they rarely include screenshots as user interfaces change often. Instead, they guide learners through step-by-step instructions. Alice Hobbs explained how the academic and videography teams at Imperial agree upon timelines and high-level rollout plans upfront to manage prioritization. At CalArts, Jen Hutton works with graphic designers to create reusable templates and style guides that save time and effort.

#3 – Online content creation requires collaboration

Part of transferring on-campus content to the online space involves obtaining university buy-in. Maria Elia from Imperial noted the importance of creating a “burning platform” that expresses urgency and momentum. One way to achieve this is by emphasizing other universities who are creating online programs. “The train is moving, you need to get on it whether you’re ready or not, Maria said.” Even after a university has jumped on the train, it’s essential to help instructors adjust to teaching in the online space. Thom Stylinski from Yale advised course teams to help make instructors more comfortable in front of the camera by adding another person to the video to make the lecture more of an authentic dialogue. Brian Innes, an instructor at IBM, strongly advocated for providing instructors with deeply honest feedback.

We look forward to sharing more insights with you over the coming year!  

 

Teach the World: Listening to the Learner

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Teach the World: Listening to the Learner

By Rupal Nayar

On April 3rd, 2019, Thomas Friedman kicked off the 2019 Coursera Partners Conference quoting Dov Siedman: “When you press pause on a machine, it stops. But when you press pause on human beings they start — start to reflect, rethink assumptions, and reimagine a better path.”

For the dynamic world of online learning, The Instructor Track at Coursera’s annual conference was a testament to this pause — a moment to reflect on the learner. Their values, hopes, and dreams.

In service to the learner, the conversations centered on two themes:

1. Teach the world — reach all learners

In the next decade, ~700 million learners will graduate with no access to higher education, most of them in the developing world. Moreover, STEM training must work to close a persistent gender gap. If it does, the World Economic Forum predicts a $300 billion boost to women’s earnings over the next ten years. The significance of reaching all learners was an underlying theme for the instructor track. Chris Impey Associate Dean, College of Science, University of Arizona highlighted ASU’s micro-campus model. A micro-campus is a remote “hub” in a foreign country, usually in the developing world, offering affordable education to local students. A dual degree from U.S. & local universities, a “flipped” classroom model with content and lectures from the U.S., and discussion or labs with the foreign co-instructor ensures affordable localized tuition.

In parallel to reaching all learners, Benjamin Morse, Design Manager at the University of Michigan, spoke about the addressing topics of macro-economic importance for global learners in a timely fashion. Covering a diverse array of topics such as Listening to Puerto Rico, Self Driving Cars, and Solving the Opioid Crisis, the University of Michigan’s Teach-Outs series brings together people from around the world to learn, engage, and develop a timely call to action. In two years, 23 Teach-Outs on Coursera have engaged more than 76,000 participants. In an interactive exercise, the audience brainstormed multiple interesting Teach Out ideas such as Science: Literacy and Misconceptions.

Over the course of the two days, the topic of teaching all learners evolved to the idea of a “Global Campus” as Shawn Miller, Director for Learning Innovation, Duke University discussed “Coursera For Duke” and how it supports the objective of teaching the world. “When we have Coursera as a platform for teaching the world and our own Duke students,” Shawn emphasized, “we can conceive of new types of innovative projects and engage with faculty meaningfully.” Statistics faculty at Duke flip their intro courses with Coursera content, building on the material for active team-based learning. Moreover, Coursera for Duke content is offered to all students as part of their co-curricular learning ecosystem.

2. Teach the world — develop “learner-centered” experiences at scale

“Can we deliver a quality, research-based degree, at sufficient scale?” asked Prof. Paul Aylin, Co-Director GMPH at the School of Public Health, Imperial College of London. With an ambitious vision to take a successful, selective on-campus research program online comes the responsibility to balance quality, rigor, and scale. This value represented an indispensable theme for faculty, course teams, and Directors. Professor Paul shared how a robust pedagogic approach underpins design at Imperial. Especially for their upcoming online degrees on Coursera, interventions such as small research groups with academic supervision, energized community forums, and weekly webinars are key for a rigorous online learning environments.

Franka Luk, Education Innovation at Leiden University shed light on Leiden’s research on emotional obstacles experienced by online learners. “Injustice and passivity are negative achievement emotions experienced by online students, which mitigate against intended learning outcomes.” Evidence-based appreciation of the motivating and demotivating factors that affect how students interact with e-learning is invaluable for faculty and course teams (for MOOCs as well as degrees).

Finally, Professors Xueni Pan and Marco Gillies from Goldsmiths University of London brought us to a close on the 4th of April with a forward-looking discussion on learner-centered VR applications. As children, we develop intuitions about our human-scale world by interacting with it: picking things up and playing with them. VR has the potential to let us develop similar intuitions about scientific phenomena. The University of London leverages various VR applications as part of their online learning offerings such as BioBox, an approach to physically interacting with molecules, and Medical Social Skills Training, a safe place for doctors to practice challenging patient encounters. “VR is not a better way to learn abstract knowledge. It is a way to learn things you can only learn through experience,” emphasized Professor Gillies.
Uplifting all global learners with rigorous online learning experiences is a core tenet of our community’s work. We are grateful to the thousands of instructors and course teams who enable us to reflect, rethink assumptions, and reimagine a better path for learners. You inspire us to always consider learners first.

 

Nail It, Then Scale It: Doubling Down on Data to Achieve Platform Success

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Nail It, Then Scale It: Doubling Down on Data to Achieve Platform Success

By Alexandra Urban

Nail It

At its core, every technology company should be leveraging data to improve its services and help users reach their goals. At Coursera, we’re doubling down on the importance of data, machine learning, and artificial intelligence to propel our partners and platform towards the future of higher education. A crucial piece of the data puzzle is understanding who our learners are, their actions on the platform, their likes, dislikes, aspirations, and patterns of engagement. At this year’s Partners Conference, we unveiled completely overhauled Course, Specialization, and Institution Data Dashboards. Ensuring our instructors and course teams have accurate, up-to-date, and actionable data is our top priority. Before diving into further innovation, we want to nail the essentials. With that in mind, these new dashboards provide reach, satisfaction, payment, and retention data for our content.

Scale It

Much of the research that Coursera and our partners are conducting investigates the challenge of scaling high-quality teaching. How can we better visualize the different paths learners take through online content? Irene Kalkanis at Imperial College London delved into data visualization to answer this. Her work helps instructional designers by highlighting, for example, the items learners return to after failing an assessment. If, for instance, it’s a video that the majority of these learners are returning to, how can we ensure it explains the concepts in a clear, engaging way? Matt Reynolds at Yale University is studying the impact of animation on learning outcomes: early results suggest that learners who watch videos with animated explanations score higher and need fewer attempts to pass than peers who watched a video on the same topics without animations.

But what about setting learners up for success at the very start of a course? Maria Janelli at the American Museum of Natural History explored the power of pre-tests. She found that while they can deter some learners (possibly due to the extra work),  pre-tested learners who attempt the course’s last assessment earned significantly higher final grades. As we explore research questions, often the most interesting results are those that spark further questions. In this case, the question is: how can we achieve the benefits of pre-testing without the downside of the extra burden placed on students?

Another way we are supporting learners at the beginning of a course is through active goal setting, in which learners can choose a small but meaningful goal to get started. By implementing interventions based in pedagogy research, such as the principles of emphasizing social proof and creating achievable challenges, we can help our learners stick with the courses they’ve started. As we begin to see which interventions are most helpful for whom, we can start to personalize the messages and nugdes so they help each learner as much as possible.

And Beyond

Through the innovative Skills Graph, Coursera can now pull out specific skills from our courses and surface them for learners. If you want to learn a specific library in the Python programming language, or you’re looking for a “softer” skill to enhance your career, for example, you can search for these directly in our catalogue by typing in “SciPy” or “confidence.” This skills-level search is powered by a hierarchy of knowledge beneath our platform, combining the power of our in-house Data Science team building a robust Skills Graph, instructors tagging skills to their courses, and learners verifying what each course has taught them. This same data architecture also helps employers identify the best employees to upskill into new open roles by surfacing those with the right prerequisites to become, for example, a Machine Learning specialist. Coursera can now track skill patterns across countries and industries to help identify gaps for further learning investments, as showcased by our Global Skills Index.

Throughout Data Track at Conference, and by combining our insights with those from our partners, we’re able to broaden our knowledge of how learners gain new skills. With this deeper understanding, we’re able to better support our millions of learners around the world!

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Word + Quiz: maelstrom

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Word + Quiz: maelstrom

1. a powerful circular current of water (usually the result of conflicting tides)

2. a state of confusion or turmoil

_________

The word maelstrom has appeared in 51 articles on NYTimes.com in the past year, including on May 2 in the Opinion essay “The Official British Policy? Mayhem” by Roger Cohen:

The country’s main political parties, the Conservatives and Labour, buffeted by the Brexit maelstrom, are in crisis — beset by desertions, insurrections and division. As elsewhere in Western democracies shaken by the failings of liberalism, hard-line factions to the left and right have gained sway. They offer rekindled socialism or make-Britain-great-again nationalism as the answer to inequality and ennui.

_________

Weekly News Quiz for Students: China, Colorado Shooting, Abortion Laws

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Weekly News Quiz for Students: China, Colorado Shooting, Abortion Laws

Above is an image related to one of the news stories we followed this past week. Do you know what it shows? At the bottom of this quiz, you’ll find the answer.

Have you been paying attention to the news recently? See how many of these 10 questions you can get right.

Do We Need a Better Way to Teach Math?

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Do We Need a Better Way to Teach Math?

How do you feel about mathematics? Have you ever found math to be fun or meaningful to your life? Are you ever confused, frustrated or intimidated by math?

How do you feel about the way your school teaches math? Is it engaging or motivating? Does it make sense to you? What do you think would be the best way to learn math and why?

In “Math Teachers Should Be More Like Football Coaches,” John Urschel, a Ph.D. candidate in mathematics and former professional football player, writes:

Growing up, I thought math class was something to be endured, not enjoyed. I disliked memorizing formulas and taking tests, all for the dull goal of getting a good grade. In elementary school, my mind wandered so much during class that I sometimes didn’t respond when I was called on, and I resisted using the rote techniques we were taught to use to solve problems. One of my teachers told my mother that I was “slow” and should repeat a grade.

But my problem wasn’t with math itself. In fact, I spent countless hours as a child doing logic and math puzzles on my own, and as a teenager, when a topic seemed particularly interesting, I would go to the library and read more about it.

By high school, none of my teachers questioned my mathematical talent, but none of them really encouraged it, either. No one told me that I could become a professional mathematician. And frankly, that was fine with me. I had no desire to spend my life doing exercises out of a textbook, which is what I assumed mathematicians did — if I even thought about what they did.

What I wanted to do was play college football. I was an offensive lineman. My hero was Jake Long, the starting left tackle for the University of Michigan who would later be selected first in the N.F.L. draft. My ambition was to get an athletic scholarship to attend a Big Ten school.

The chances of that happening were very low. In high school, I weighed “only” 220 pounds — about 80 pounds less than a big-time college tackle. I was an above-average athlete, but not a freak of nature. And my high school in Buffalo was an academic powerhouse, not a “feeder” school for college sports programs.

That didn’t stop me from dreaming, though. And it didn’t stop my coaches from encouraging me to believe I could reach my goal, and preparing and pushing me to work for it. When they told me I had potential but would have to work hard, I listened. I heard their voices in my ear when I dragged myself out of bed for predawn weight lifting sessions. They made videotapes of my performances and sent them to college coaches around the country. It didn’t matter that I didn’t initially attract much interest from the big schools. My coaches kept picking up the phone, and kept convincing me to try to prove myself.

In the end, a Big Ten school, Penn State, did offer me a scholarship. I was the 26th of 27 recruits. After college, I was even drafted by the Baltimore Ravens. I played for the Ravens from 2014 until my retirement in 2017.

Football coaches can be easy to caricature: all that intensity, all those pep talks, all those promises to build character. I certainly don’t romanticize them. I don’t believe that they make better young men, just better football players.

But I wish math teachers were more like football coaches.

Students, read the entire article, then tell us:

— Do you like math? Why or why not? How confident are you in the subject? Do you feel you are good at it?

— What have been your experiences of math in school? Are your math classes mostly about memorizing formulas and doing the laborious computations that Mr. Urschel experienced in his early schooling? Or, are they more like the creative problem-solving that he found in college and graduate school?

— Do you agree with Mr. Urschel that math teachers — or teachers in general — should be more like athletic coaches? Why or why not?

— Have you ever had a math teacher who motivated and inspired you the way Mr. Urschel’s football coaches did? If yes, tell us how.

— What role does math play in your day-to-day life? When and how do you use it? How important a skill is it to learn? Does the article persuade you that math can be fun and creative?

— What would you recommend to math teachers to better motivate, engage and inspire their students, particularly the ones who don’t already feel confident or successful at the subject?

Students 13 and older are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Learning With: ‘Running Out of Children, a South Korea School Enrolls Illiterate Grandmothers’

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Learning With: ‘Running Out of Children, a South Korea School Enrolls Illiterate Grandmothers’

Before reading the article:

Would you want to go to school with your grandparents?

How might that change your school experience? What might you be able to learn from them and their peers? What might they learn from your generation?

Now, read the article, “Running Out of Children, a South Korea School Enrolls Illiterate Grandmothers,” and answer the following questions:

1. The article starts with the story of a yellow school bus ride. What is surprising about Hwang Wol-geum’s daily ride?

2. Why was Ms. Hwang not able to attend school as a child?

3. Why is there a child shortage in rural areas of South Korea? Why does the future of Gangjin County depend on enrolling students in its elementary school, according to the article?

4. What was Ms. Hwang’s first day of school like? What has been the grandmothers’ experience of school?

5. What has been the reaction of teachers and other students to the presence of grandmothers who are now attending the school? How are classrooms arranged differently to support the learning of older adult students?

6. How did illiteracy affect Ms. Hwang and the other grandmothers throughout their lives? What hardships — emotional, social and economic — did they face?

7. What are some of the things the grandmothers hope to do, now that they are finally learning to read and write? Which of these lifelong dreams do you find most memorable or touching?

Finally, tell us more about what you think:

— What is your reaction to the story of grandmothers attending elementary school? What can we learn from their experience? Which aspect of their story did you find most fascinating or inspiring?

— Would you want to attend school with these elderly learners? Why or why not? How do you think you might benefit from their presence? How do you think their lives might be positively affected?

— Look through the photos and videos featured in the article. Select one and write about how it illustrates the value of lifelong or intergenerational learning.

— Should all schools have an intergenerational component? What ways can your school more meaningfully bring elders into the educational experience? (You can research some different ideas and programs here, here and here.)

Further Resources:

Fostering Connections Between Young and Old

New Women’s Groups Focus on Generational Mix

The Growing Generational Divide

How to Write a Great Personal Statement for the Global MPH

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How to Write a Great Personal Statement for the Global MPH

Imperial College London’s School of Public Health is renowned for conducting world-class research on today’s most pressing public health issues. No matter how compelling your research findings are, it is essential to communicate them clearly in order to promote positive change.

The same principle applies to your personal statement for the Global Master of Public Health (MPH) program. This personal statement is a chance to make the case that you belong at Imperial. Making that case clearly and effectively can be as important as your academic and professional qualifications.

Many students get anxious about this portion of the application, or worry that their writing skills aren’t up to the task. Our advice? Don’t panic!

You don’t have to be an outstanding writer to craft a great personal statement. Your task is to provide Imperial’s reviewers with the information they’re looking for in 1500 words or less. Let’s break the key points down into three specific areas: your past, present, and future.

1.Past: your background in public health

Start by introducing yourself. You’ve already provided a CV with your application, so this is an opportunity to put your experience in context. Tell us how and why you became interested in public health, the skills you’ve developed, and what you’re most proud of in your studies and career. Don’t be afraid to let your personality shine through!  

Key points:

  • Previous academic and professional experience
  • Relevant exposures to public health related work and research
  • Areas of interest in healthcare and why they interest you

Examples from the MPH Class of 2018-19:

“Throughout my years at University and recent postgraduate studies, I have worked in a pharmacy as a pharmacy/ dispensing assistant, in both community and hospital settings with the latter being involved with cancer clinical trials. These roles have greatly advanced my knowledge of patient care, different treatment options and health awareness strategies within the NHS and local CCGs.”

“I worked on a retrospective study to examine the trends and outcomes of aortic valve replacements performed on veterans from 2005 to 2015. Prior coursework in statistics equipped me to interpret data analyses. I co-authored two abstracts. I often considered how researchers contribute towards reducing health inequities in specific populations.”

2. Present: why you are applying to the Imperial College MPH

After you’ve introduced yourself, explain your motivation for your application. What is driving you to take your career in public health to the next level, and why is the Imperial Online MPH right for you? Make a compelling case why you are applying to this program, specifically, and why now is the right time.

Key points:

  • Your motivation for your professional and/or research career in public health
  • Why you are applying for the Online MPH program, specifically

Examples from MPH Class of 2018-19:

“My healthcare background has given me the drive to move my career from disease treatment to increasing awareness of disease prevention. With an increasing life expectancy and an uncertain national healthcare budget, prevention of poor health from preventable diseases has never been more imperative.”

“I am particularly interested in studying at Imperial College London due to its Public Health Policy Evaluation Unit, as the research areas of the unit match my own areas of interest for future research which include big healthcare data, healthcare access and health policy; within these areas I have an interest in mental health, cancer and primary and secondary care.”

3. Future: goals for your research at Imperial and your career beyond graduation

Finally, show that you have a specific vision for your time at Imperial and your post-MPH career. Include a short proposal (150 words or less) for a research project that you would be interested in carrying out as part of your dissertation over approximately a three month period. This gives the team more of an idea of your research interests and motivation to undertake the online Global MPH program. If you are accepted, you will not be required to carry out the proposal from your application. If you’d like to pursue the proposal from your application as part of your research portfolio, you can.

Key Points:

  • Your future career goals
  • Your proposed research area

Examples from MPH Class of 2018-19:

“I believe the course will be able to provide an opportunity to obtain a more in-depth knowledge within these areas, but also developing a strong theoretical understanding of health policy, epidemiology and research methods, which I will give me the underpinning knowledge to undertake a PhD in Public health evaluation and policy in the future.”

“I aim to perform research to evaluate and improve the effectiveness and accessibility of health services for chronic conditions in low-income communities.”

__________________________

One last piece of advice: write an honest statement that gets across your true character and motivations, rather than writing something you think the panel will want to hear. Imperial’s goal in requesting these personal statements is to get to know prospective applicants on a personal level. Focus on providing a clear account of who you are, why you’re applying, and what you plan to do during and after the program.

The Global MPH offers the opportunity to get a world-class graduate degree in public health from one of the top 10 universities in the world (QS World University Rankings 2019). The program is affordable, flexible, and 100% online. As such, it attracts a diverse, highly-qualified group of students from across the globe. With a great personal statement, you can significantly increase your chances of joining the next cohort!  

 

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