We encounter differences every day—differences in race, politics, gender, faith, and more. How can we connect across these differences, especially at a time of deep social polarization? In this course, you will learn core research-based principles and strategies for fostering positive relationships, dialogue, and understanding across lines of difference. Created by UC Berkeley’s Greater Good Science Center (GGSC), the course offers best practices that draw on scientific findings and case studies from real-world programs. It will zero in on how these evidence-based strategies can be applied to the divisions and conflicts that show up in our everyday relationships and in various sectors, with a particular focus on university and college campuses. The course builds on the GGSC’s popular Bridging Differences Playbook , which has already been used widely by leaders in government, education, corporate, and other settings. It is taught by Professors Allison Briscoe-Smith and Rodolfo Mendoza-Denton—gifted and engaging teachers who draw on a wealth of knowledge in the science and practice of bridging differences. Joining them are researchers and practitioners who have led efforts to bridge racial, religious, political, and other divides in higher education and other settings. Learners who register for the Verified Track will receive additional guidance in developing their own programs for bridging differences, particularly on college campuses. Join us to make real and resonant shifts in your life, community, or campus, finding new ways to connect across lines of difference. The production of this course was supported by a generous grant from the Arthur Vining Davis Foundation, with additional support provided by the Einhorn Collaborative.

Whether you’re considering a global health learning experience such as a clinical rotation, a research project, or volunteer work, or are preparing to work abroad, this is the course for you! This 3-part timeline-based course, designed by a team of global health experts, will help you prepare for successful global health learning experiences. The course provides guidance for undergraduate and graduate students, medical trainees, and volunteers. In each part, you will have the opportunity to learn through interactive scenarios and discussion forums. In Part 1 ( The Big Picture ) , you will learn how to determine whether a global health learning experience is right for you, and if so, what, where, when, and how? In Part 2 ( Preparation and on the Ground ) , you will learn how to prepare for your global health learning experience and gain vital information about being there on-the-ground. You’ll learn how to arrange logistics, improve your security and cultural awareness and obtain guidance to limit health hazards. You’ll have the opportunity to create an appropriately inclusive yet “light” packing list. You will learn how to identify and manage common situations you may encounter on the ground, including personal and property safety risks, professional, ethical, and cultural issues, and the appropriate use of various modes of communication, including social media. In Part 3 ( Reflection ) , you will learn about “reverse culture shock” upon returning from a global health experience. You will learn how to identify strategies for effectively “reintegrating” into your home and work life and how to effectively manage potential health issues upon return. In addition, you’ll learn how to effectively advocate for other individuals at your institution to identify clinical opportunities, educational opportunities and funding structures for future global health experiences. In May 2017, The Practitioner’s Guide to Global Health course was awarded the following: Global Emergency Medicine Education Award, Global Emergency Medicine Academy, Society of Academic Emergency Medicine Annual Meeting, Orlando, FL. This award honors a team that has worked to create sustainable education solutions, develop robust educational curriculum or other projects that encourage the growth and development of emergency physicians internationally. Please note: This course is offered free of charge. Upon successful completion of each part, you will have the option to obtain a Credly(R) badge.

Everyone involved in higher education has questions. Students want to know how they’re doing and which classes they should take. Faculty members want to understand their students’ backgrounds and to learn whether their teaching techniques are effective. Staff members want to be sure the advice they provide is appropriate and find out whether college requirements accomplish their goals. Administrators want to explore how all of their students and faculty are doing and to anticipate emerging changes. The public wants to know what happens in college and why. Everyone has questions. We have the chance to help them find answers. Practical Learning Analytics has a specific goal: to help us collectively ponder learning analytics in a concrete way. To keep it practical, we will focus on using traditional student record data, the kinds of data every campus already has. To make it interesting, we will address questions raised by an array of different stakeholders, including campus leaders, faculty, staff, and especially students. To provide analytic teeth, each analysis we discuss will be supported by both realistic data and sample code.

The freedom to call for change, and to amplify that call through mass mobilization, is vital for open and rights-respecting societies. Protests enable people to air grievances, express opinions, petition for remedies for wrongdoing, and to publicly demand accountability. Through protest, those who have been silenced, disempowered or disenfranchised can claim their voice, their strength and their political power. Yet protests around the world are being met with obstruction, repression, punishment, and other forms of restrictions. Many people sense that these restrictions are often wrong. But do you know why they're wrong, and what alternatives you can rightfully demand? You will know this and more after taking this introductory course on the right to protest. You will be able to outline the human rights standards and principles that provide protection, and you will be able to identify which infringements on the freedom to protest are human rights violations. Most importantly, you will be able to defend the right to protest by taking action based on what you learn in this course. Be prepared for active learning, connecting with course participants from around the world, and becoming part of a global community dedicated to defending human rights!

Urban design, inequality and segregation are strongly connected. Cities around the world, from the Global South to the Global North, are facing a rise in inequality and socio-economic segregation. The wealthy are increasingly concentrating in the most attractive urban areas and poverty is spreading to the suburbs. Rising levels of segregation have major consequences for the social sustainability of cities and leads to unequal life opportunities depending on where in the city you live. In this course, aimed at a broad range of professionals, from urban planners and architects to geographers, you will learn what the main drivers and indicators of urban inequality and segregation are, using examples from cities from all over the world. You will learn how segregation is measured, how to interpret the results of the analyses of segregation and how to relate these insights to urban design. With this knowledge, you will be able to analyze how these issues may be affecting your local environment. Additionally, we will present some historical examples of how urban design has played a role shaping spatial inequality and segregation in a selection of case study cities. This will help you to get a better understanding of how urban design can reduce spatial inequality and segregation. The course is taught by the editors of the new SpringerOpen book “Urban socio-economic segregation and income inequality. A global perspective” and senior experts from the Urban Design section of TU Delft, which is ranked number 2 in the QS World University Rankings in the field of Architecture.

This psychology course will show you how the brain works. You will learn the basics of neuroscience, genetics and evolutionary psychology. We will also cover the visual system and other sensory systems. The course concludes with coverage of the variety of states of consciousness. This course includes video-based lectures and demonstrations, interviews with real research psychologists and a plethora of practice questions to help prepare you for that AP® Psychology exam. This is the second in a six-course AP® Psychology sequence designed to prepare you for the AP® Psychology exam. Additional Courses: AP® Psychology - Course 1: What is Psychology AP® Psychology - Course 3: How the Mind Works AP® Psychology - Course 4: How Behavior Works AP® Psychology - Course 5: Health and Behavior AP® Psychology - Course 6: Exam Preparation & Review

While the advances in genomics promise to usher a new era in medical practice and create a major paradigm shift in patient care, the ethical, legal and social impact of genomic medicine will be equally significant. The information and potential use of genomic discoveries are no longer issues left for scientists and medical professionals to handle, but have become ones for the public at large. Rarely a day passes without a genomics-related story reported in the media. By the end of this course, students will be able to better understand the field of genomics; be familiar with various online databases and resources; and understand and appreciate the medical, social, ethical, and legal issues associated with the availability of personal genomic information. Given the diversity of the topics and the specific expertise required to cover each, this is a unique cross-disciplinary course where faculty from different disciplines including genetics, computational sciences, bioinformatics, genetic counseling, bioethics, law, and business will participate in lecturing. We have assembled a team of experts from various departments at Georgetown University and other institutions, to teach this comprehensive online genomics course. For a detailed description of the weekly topics, see the course outline .

This course includes Burmese translations of most of the videos, case studies and quizzes. Around the globe, there are public servants and civic leaders who want to create a better future for their fellow citizens. The challenge is how to deliver—how to create new practices, build new institutions, implement new policies, and transform incentives to sustain transformation. This course is about the “hows” of generating institutional change in hard places. Each week we focus on a different kind of challenge. You will read a case study, examine a problem in detail, help create a “solutions" toolkit, and then apply these insights to a second case. The course introduces concepts and insights from applied political economy and the science of delivery. Topics include: Reducing delay, error, and diversion of funds in citizen services Using citizen monitoring and community-driven projects to improve services in rural areas Preventing conflicts of interest or self-dealing from blocking institutional reform; building trust and community and changing public expectations Overcoming capacity traps (what to do when brain drain, political turbulence, or other problems de-skill government) Facilitating coordination at the cabinet level Developing a strategy and the incentives to sustain change. Drawn from actual experience around the world, each case starts with the problems a reform leader faced and traces the steps taken to address these. You will have a chance to assess the process and decide whether the solutions might work in your own context, as well as offer new proposals. Through quizzes and open response assignments, you will be able to share ideas with others and practice what you have learned. No certificates or other credentials will be awarded in connection with this course.

INQ101x is designed with K-12 teachers in mind. Teacher candidates, higher education instructors, and other educators may also find it relevant. In six weeks, we discuss some of the major themes and challenges of integrating inquiry and technology as a community of practitioners. We collect and share resources and exchange ideas about what works for specific topics and age groups.

The main aim of this course is to give an overview of how contemporary Japanese society has been stratified, from the perspective of changing demographic, familial, and socio-economic structure. Basic statistics will be presented to provide a concrete idea of the changes that have taken place in Japan. By the end of the course, students should have an awareness of similarities and differences across nations regarding social issues including aging population, gender gaps in work and family, and socio-economic inequalities.