
Richard Thompson is the Dean of Students and Director of Operations at Swartz Creek Academy. The Academy is an alternative education school in Swartz Creek, Michigan, that provides students an opportunity to earn their diplomas by taking courses in online or blended formats. Richard's program emphasizes rigor, responsibility, and growth when working with students in alternative settings. Michigan Virtual™ staff spoke with Richard about how his school establishes practices that focus on relationship building and allow students to take control of their learning. Hear directly from Richard in the videos below, and check out the YouTube playlist for even more insights.
https://www.youtube.com/watch?v=7IJqZTBWJZA
https://youtu.be/-vkFpVbhKM0
https://youtu.be/SZ8w1iizSLo
https://youtu.be/BPE9D3KXJEw
https://youtu.be/xIokZNP-Dm0
Coming Soon
Cuccolo & Green’s (2025) report highlighted the relationship between students’ assignment submission patterns and final course scores. Given that pacing has important implications for student performance, knowing what assignment submission patterns look like across schools with varying demographics could help prompt early identification and intervention. As such, this blog explores students’ assignment submission patterns based on school-level demographic information.
Explore how immersive VR simulations helped students step into real-world roles: from EMTs to chefs, all without leaving the classroom.
In this blog, MVLRI researchers synthesize the key findings from two research studies about student assignment submission patterns in Michigan Virtual online courses.
In this interview, MVLRI researchers discuss key findings from a report highlighting how personalized, consistent, and timely communication in online courses can help students feel more connected to their online teachers and may also impact their success in the course. This blog also explores practical strategies for communicating effectively and building relationships with online students.
This blog digs into the key findings from two MVLRI research studies exploring educator engagement with professional learning (PL), their beliefs about implementing what they’ve learned, and insights into continuing to tailor PL to meet educators’ needs.