Explore ARCExplore ARC

MIDAS Learning Analytics Challenge Symposium

By |

Learning analytics is one of the research focus areas that MIDAS supports with its Challenge Awards.  Our long-term goal is to support this research area more broadly, using the Challenge Award projects as the starting point to build a critical mass.  This symposium offers a platform for all participants to explore collaboration opportunities and aims to attract more researchers to our hub.  It will feature in-depth presentations from two Challenge Award teams, and all participants are encouraged to submit posters on research related to Learning Analytics.


9 am to 11:30 am: Welcome and Challenge Award presentations

11:30 am to 1 pm: Lunch, Poster Session, Networking [poster dimensions: up to 6ft wide X 4ft height]

1 to 2 pm: Panel discussion: The Future of Data Science for Learning Analytics at U-M


  • Steve DesJardins, Education, Public Policy
  • Cynthia Finelli, Engineering Education Research Program
  • Al Hero (Moderator), MIDAS, Electrical Engineering and Computer Science
  • Rada Mihalcea, Computer Science Engineering
  • Stephanie Teasley, Information


Please register online.  Please submit poster abstracts (< 300 words).  Submission Deadline: May 15.

For questions: midas-research@umich.edu.

Recommended Visitor Parking:  Palmer Parking StructurePalmer Drive, Ann Arbor

IOE 899 Seminar Series: Stanley Hamstra, PhD, Milestones Research & Evaluation Accreditation Council for Graduate Medical Education

By |

Stanley J. Hamstra, PhD

VP, Milestones Research and Evaluation Accreditation Council for Graduate Medical Education


“Learning Analytics in Graduate Medical Education: Realizing the Promise of CBME with Milestones Achievement Data”

Abstract: In 2012, the Accreditation Council for Graduate Medical Education (ACGME) introduced the Next Accreditation System (NAS) for improving postgraduate medical education. An important component of the NAS is a shift towards competency-based medical education (CBME), involving milestones as markers of achievement during training. Since 2015, the ACGME has been collecting milestones achievement data (competency ratings) on all resident and fellow physicians in accredited training programs in the USA (n > 110,000 residents and fellows per year). A critical assumption in CBME is that assessment data regarding any learner (in any form) contains some degree of uncertainty. At the same time, program directors must make finite/binary decisions about learners at the time of graduation, and indeed throughout training. The availability of milestones data, in the context of national trends, gives the program director an additional tool for making the best decisions regarding learner progression (and ultimately graduation). I will briefly review tools we have developed to help program directors make use of milestones data to enhance the quality of their decisions regarding resident progression and graduation. In addition, I will outline an approach to using the data for enhancing national curricula within a specialty.

Bio: Dr. Hamstra is responsible for oversight and leadership regarding research in Milestones and assessment systems that inform decisions around resident physician progression and board eligibility. Dr. Hamstra works with medical subspecialty societies, program director organizations, the American Board of Medical Specialties, and specialty certification boards. His research addresses medical education broadly, including competency assessment for residency training programs, and developing administrative support for educational scholarship within academic health settings. Prior to joining the ACGME, Dr. Hamstra was at the University of Michigan, the University of Ottawa, and the University of Toronto Department of Surgery. He has also worked closely with the Royal College of Physicians and Surgeons of Canada on developing policies regarding competency-based medical education for graduate medical education. Dr. Hamstra received his PhD in sensory neuroscience from York University in Toronto in 1994.

Learning Analytics Summer Institute, University of Michigan, Ann Arbor, MI

By |


The 2017 Learning Analytics Summer Institute (LASI) will be hosted by the University of Michigan at Ann Arbor. LASI17 will be not just one big gathering in one place, but a network of online and face-to-face events. This year LASI participants will be able to choose two tutorials and one immersive workshop. The program schedule is located here.

LASI17 is open for members of the Society for Learning Analytics Research (SoLAR) only, so please join or renew your SoLAR membership prior to registering for LASI17. Click here to become a SoLAR Member to attend, as well as receive other year-round benefits.

There is support for students. The student scholarship application deadline: May 31, 2017 at 5 pm (EST).

Please visit our video archive or our official Youtube channel for more details about previous events.

MIDAS awards first round of challenge funding in transportation and learning analytics

By | General Interest, Happenings, News

Four research projects — two each in transportation and learning analytics — have been awarded funding in the first round of the Michigan Institute for Data Science Challenge Initiatives program.

The projects will each receive $1.25 million dollars from MIDAS as part of the Data Science Initiative announced in fall 2015.

U-M Dearborn also will contribute $120,000 to each of the two transportation-related projects.

The goal of the multiyear MIDAS Challenge Initiatives program is to foster data science projects that have the potential to prompt new partnerships between U-M, federal research agencies and industry. The challenges are focused on four areas: transportation, learning analytics, social science and health science.