Careers - Find Your Future
Course Description:
This course is designed to guide students through the process of exploring and choosing potential career pathways. Students will engage in self-exploration activities such as skills and interests assessments and apply what they learn to the process of choosing a career. Course features include an exploration of post-secondary educational options and requirements, informational interview and job shadowing experiences, as well as problem solving and goal setting activities. This student-centered course focuses on helping students get to know themselves so they can find the future that’s right for them! Instead of a final exam, students will complete an end-of-course project. To complete this project students will use the assignments in each unit to help them begin to develop an Educational Development Plan (EDP). An Educational Development Plan is designed to help students identify their career and educational goals as they relate to academic requirements. An EDP is a way for students to document their progress toward career and educational goals. If students have already started an EDP at their schools, they can use this final project to update it with the most current information about their career and educational goals.
Course Details:
| Course Title (District): | Careers - Find Your Future | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Course Title (NCES SCED) : | Career Exploration | ||||||||||
| Course Provider : | Michigan Virtual | ||||||||||
| Content Provided By : | Michigan Virtual | ||||||||||
| Online Instructor Provided By : | Michigan Virtual | ||||||||||
| Standards Addressed : | Michigan Center for Career and Technical Education | ||||||||||
| Alignment Document : | https://docs.google.com/document/d/1CfbGaNemhiVtUNFBy0u86Q8W6WWrNcLZRb9W50AsFUA/edit?usp=drive_link | ||||||||||
| Academic Terms : | Semester, Trimester, Accelerated, Open Entry / Fixed End | ||||||||||
| NCES SCED Code : 22151 |
|
How To Enroll:
| Enrollment Website : | https://slp.michiganvirtual.org/ |
|---|---|
| Email : | [email protected] |
| Phone : | (888) 889-2840 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
- Organize career information and labor market trends from diverse sources
- Explain the benefits and challenges of self-employment, working for others, and employment in various organizational sizes
- Examine information and preferences from work-based opportunities
- Interpret data from career assessments to identify career interests and abilities
- Apply a decision-making model to select a suitable career pathway using assessment information
- Evaluate and refine career-related data
- Distinguish and interpret information from multiple sources to make informed career decisions
- Determine personal goals and develop an actionable plan with defined timelines
- Prepare for and evaluate work-based learning experiences such as job shadowing, mentorships, and internships
- Apply career and labor market insights to secure employment or pursue further education
- Research educational opportunities, financial requirements, and available resources
- Observe and document hands-on, real-world experiences related to technology-based careers
Additional Cost: $0.0
Additional Cost Description:
None
Upon completion of this course, students will be able to...
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments | Rating | Comments |
|---|---|---|
| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. | Fully Met | |
| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. | Fully Met | |
| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. | Fully Met | |
| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. | Fully Met | |
| Multiple learning resources and materials to increase student success are available to students before the course begins. | Fully Met |
| Course Overview and Introduction | Rating | Comments |
|---|---|---|
| Clear, complete course overview and syllabus are included in the course. | Fully Met | |
| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. | Fully Met | |
| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. | Fully Met |
| Legal and Acceptable Use Policies | Rating | Comments |
|---|---|---|
| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. | Fully Met | |
| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. | Fully Met | |
| Privacy policies are clearly stated. | Fully Met |
| Instructor Resources | Rating | Comments |
|---|---|---|
| Online instructor resources and notes are included. | Fully Met | |
| Assessment and assignment answers and explanations are included. | Fully Met |
| Accessing Course Effectiveness | Rating | Comments |
|---|---|---|
| The course provider uses multiple ways of assessing course effectiveness. | Fully Met | |
| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. | Fully Met |
| Course Updates | Rating | Comments |
|---|---|---|
| The course is updated periodically to ensure that the content is current. | Fully Met |
| Certification | Rating | Comments |
|---|---|---|
| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. | Fully Met |
| Instructor and Student Support | Rating | Comments |
|---|---|---|
| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. | Fully Met | |
| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. | Fully Met | |
| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. | Fully Met | |
| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. | Fully Met | |
| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. | Fully Met | |
| Students are offered an orientation for taking an online course before starting the coursework. | Fully Met |
| Instructional and Audience Analysis | Rating | Comments |
|---|---|---|
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. | Fully Met |
| Course, Unit and Lesson Design | Rating | Comments |
|---|---|---|
| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. | Fully Met |
| Instructional Strategies and Activities | Rating | Comments |
|---|---|---|
| The course instruction includes activities that engage students in active learning. | Fully Met | |
| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. | Fully Met | |
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. | Fully Met | |
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. | Fully Met | |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. | Fully Met |
| Communication and Interaction | Rating | Comments |
|---|---|---|
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. | Fully Met | |
| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. | Fully Met | |
| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. | Fully Met |
| Resources and Materials | Rating | Comments |
|---|---|---|
| Students have access to resources that enrich the course content. | Fully Met |
| Evaluation Strategies | Rating | Comments |
|---|---|---|
| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. | Fully Met | |
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. | Fully Met |
| Feedback | Rating | Comments |
|---|---|---|
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. | Fully Met | |
| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. | Fully Met |
| Assessment Resources and Materials | Rating | Comments |
|---|---|---|
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. | Fully Met | |
| Grading rubrics are provided to the instructor and may be shared with students. | Fully Met | |
| The grading policy and practices are easy to understand. | Fully Met |
| Course Architecture | Rating | Comments |
|---|---|---|
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. | Fully Met | |
| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. | Fully Met |
| User Interface | Rating | Comments |
|---|---|---|
| Clear and consistent navigation is present throughout the course. | Fully Met | |
| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. | Fully Met |
| Technology Requirements and Interoperability | Rating | Comments |
|---|---|---|
| All technology requirements (including hardware, browser, software, etc...) are specified. | Fully Met | |
| Prerequisite skills in the use of technology are identified. | Fully Met | |
| The course uses content-specific tools and software appropriately. | Fully Met | |
| The course is designed to meet internationally recognized interoperability standards. | Fully Met | |
| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. | Fully Met |
| Accessibility | Rating | Comments |
|---|---|---|
| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). | Fully Met |
| Data Security | Rating | Comments |
|---|---|---|
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). | Fully Met |
Review Conducted By: Quality Matters
Date of Review:
07/18/2017
NSQ National Standards for Quality Online Courses: Fourth Edition (2025)
| Rating | Comments | |
|---|---|---|
| A1: A course overview and syllabus are included in the course. | Fully Met | |
| A2: Minimum computer skills and digital literacy skills expected of the learner are clearly stated. | Fully Met | |
| A3: The instructor’s biographical information and information on how to communicate with the instructor are provided. | Fully Met | |
| A4: Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. | Fully Met | |
| A5: Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided. | Fully Met | |
| A6: Grading policies and practices are clearly defined in accordance with course content learning expectations. | Fully Met | |
| A7: The course instructions articulate or link to a clear description of the technical support offered and how to obtain it. | Fully Met | |
| A8: Learners are offered an orientation prior to the start of the course. | Fully Met |
| Rating | Comments | |
|---|---|---|
| B1: The course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course. | Fully Met | |
| B2: Where applicable, the course content is aligned with accepted state and/or other accepted content standards. | Fully Met | |
| B3: Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum. | Fully Met | |
| B4: Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned with the content delivered. | Fully Met | |
| B5: The course content and supporting materials reflect different perspectives and provide non-stereotypical forms of representation. | Not Met | The course content strives to reflect a culturally diverse perspective that is free from bias. The course provides a diverse and balanced choice of images and other forms of media. There is diversity in images used, information or images in the videos used as well as in the example names provided in the course. For instance, in Unit 4, the lesson 4.1 "informational interviews" the section on "get set" includes a student name of of "Eddie Reyes" in a sample script for students to use to set up their interview. The videos all contain one person in a video. While this is "consistent" for the learner, students would enjoy seeing presenters of a variety of ethnic backgrounds who may be experts on the subject matter. Consider increasing the use of images (which are diverse) throughout the content to increase understanding. |
| B6: The course materials (e.g., textbooks, primary source documents, Open Education Resources “[OER])” that support course content standards are accurate and current. | Fully Met | |
| B7: The course is free of adult content and avoids unnecessary advertisements. | Fully Met | |
| B8: Copyright and licensing status for any third-party content is appropriately cited and easily found. | Not Met | Images used as instructional materials are cited directly underneath the image in the course. For instance, in Unit 4 in the lesson page the page for "informational interviews" the image of two people at a table talking is cited with: Open Clipart,License: Public Domain. Much of the information in the lessons appears to be the developers personal knowledge as much of it isn't cited. Listing citations will aid in providing students a good example of citing sources when researching as well as lend authenticity to the content provided in the lessons. Add Citations to the information. We teach our students to cite sources if it's not material fully known to you so we need to follow suit in the course. All instructional materials should be appropriately cited. The videos do not include a citation. The images are not cited either. Written lessons have no citations. To meet this standard, add a citation for each material used. You can include this in a separate document, or you can list the citation above or below each video/resource. There is a link to the district's copyright policy as the material in the course appears to be designed for this course. |
| B9: Documentation and other support materials are available to support effective online course facilitation. | Fully Met |
| Rating | Comments | |
|---|---|---|
| C1: The course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. | Fully Met | |
| C2: The course’s content and learning activities promote the achievement of the stated learning objectives or competencies. | Fully Met | |
| C3: The course is organized by units and lessons arranged in a logical sequence. | Fully Met | |
| C4: The course content is appropriate to the reading level of the intended learners. | Fully Met | |
| C5: The course design includes introductory assignments or activities to engage learners within the first week of the course. | Fully Met | |
| C6: The course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. | Fully Met | |
| C7: The course provides regular opportunities for learner-learner interaction. | Fully Met | |
| C8: The course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress. | Fully Met | |
| C9: Course instructional materials and resources present content in an effective, engaging, and appropriate manner. | Fully Met |
| Rating | Comments | |
|---|---|---|
| D1: Learner assessments align with stated course, unit, or lesson-level objectives or competencies. | Fully Met | |
| D2: Valid course assessments measure learner progress toward understanding of content. | Fully Met | |
| D3: Assessment practices provide frequent and varied opportunities for self-monitoring and reflection of learning. | Fully Met | |
| D4: Assessment materials provide the learner with the flexibility to demonstrate their understanding in a variety of ways. | Fully Met | |
| D5: Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners. | Fully Met |
| Rating | Comments | |
|---|---|---|
| E1: Course navigation is logical, consistent, and efficient from the learner’s point of view. | Fully Met | |
| E2: The course design facilitates readability. | Fully Met | |
| E3: The course provides accessible course materials and activities to meet the variable needs of learners, following Universal Design for Learning principles. | Fully Met | |
| E4: Multimedia in the course is easy to use. | Fully Met | |
| E5: Vendor accessibility statements are provided for all technologies required in the course. | Fully Met |
| Rating | Comments | |
|---|---|---|
| F1: All technologies and tools included for use as part of the course ensure that learner privacy is protected in accordance with the Acceptable Use Policy and applicable law. | Fully Met | |
| F2: The course tools further the learning objectives and course competencies. | Fully Met | |
| F3: The course technology allows for customization and personalization. | Fully Met | |
| F4: The course operates within a platform to score and record assessments and calculate earned course points or grades. | Fully Met | |
| F5: Courses utilize emerging technologies that can enhance the learning experience, prioritizing learners and outcomes. | Fully Met |
| Rating | Comments | |
|---|---|---|
| G1: The course uses multiple methods and sources of input for assessing course effectiveness. | Fully Met | |
| G2: The course is regularly reviewed to ensure that the course is current and relevant. | Fully Met | |
| G3: The course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. | Fully Met |
Review Conducted By: Quality Matters
Date of Review:
07/04/2025
Unit 1: Get the Facts
Unit 2: Find Yourself
Unit 3: Find your Path
Unit 4: Explore Your Path
Unit 5: Get Educated
Unit 6: Finding Job Opportunities
Unit 7: Find Your Future
End-of-Course Project
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
|---|---|---|---|---|---|---|---|---|---|
| Trimester | 04/01/2025 | 12/19/2025 | 07/01/2025 | 01/02/2026 | 12/19/2025 | 03/20/2026 | 100 | $350 | $0 |
| Semester | 04/01/2025 | 03/06/2026 | 07/01/2025 | 01/16/2026 | 01/02/2026 | 05/22/2026 | 100 | $350 | $0 |
| Semester | 04/01/2025 | 09/05/2025 | 07/01/2025 | 08/29/2025 | 08/15/2025 | 12/19/2025 | 100 | $350 | $0 |
| Semester | 04/01/2025 | 09/05/2025 | 07/01/2025 | 09/05/2025 | 08/22/2025 | 12/19/2025 | 100 | $350 | $0 |
| Semester | 04/01/2025 | 09/05/2025 | 07/01/2025 | 09/12/2025 | 08/29/2025 | 12/19/2025 | 100 | $350 | $0 |
| Semester | 04/01/2025 | 10/24/2025 | 07/01/2025 | 09/05/2025 | 08/22/2025 | 01/09/2026 | 100 | $350 | $0 |
| Semester | 04/01/2025 | 10/24/2025 | 07/01/2025 | 09/12/2025 | 08/29/2025 | 01/16/2026 | 100 | $350 | $0 |
| Semester | 04/01/2025 | 10/24/2025 | 07/01/2025 | 09/19/2025 | 09/05/2025 | 01/23/2026 | 100 | $350 | $0 |
| Semester | 04/01/2025 | 10/24/2025 | 07/01/2025 | 09/26/2025 | 09/12/2025 | 01/30/2026 | 100 | $350 | $0 |
| Semester | 04/01/2025 | 10/24/2025 | 07/01/2025 | 10/03/2025 | 09/19/2025 | 01/30/2026 | 100 | $350 | $0 |
| Semester | 04/01/2025 | 10/24/2025 | 07/01/2025 | 10/10/2025 | 09/26/2025 | 01/30/2026 | 100 | $350 | $0 |
| Semester | 04/01/2025 | 10/24/2025 | 07/01/2025 | 10/17/2025 | 10/03/2025 | 01/30/2026 | 100 | $350 | $0 |
| Semester | 04/01/2025 | 10/24/2025 | 07/01/2025 | 10/24/2025 | 10/10/2025 | 01/30/2026 | 100 | $350 | $0 |
| Semester | 04/01/2025 | 10/24/2025 | 07/01/2025 | 10/31/2025 | 10/17/2025 | 01/30/2026 | 100 | $350 | $0 |
| Semester | 04/01/2025 | 10/24/2025 | 07/01/2025 | 11/07/2025 | 10/24/2025 | 01/30/2026 | 100 | $350 | $0 |
| Trimester | 04/01/2025 | 12/19/2025 | 07/01/2025 | 12/05/2025 | 11/21/2025 | 02/20/2026 | 100 | $350 | $0 |
| Trimester | 04/01/2025 | 12/19/2025 | 07/01/2025 | 12/19/2025 | 12/05/2025 | 03/06/2026 | 100 | $350 | $0 |
| Trimester | 04/01/2025 | 12/19/2025 | 07/01/2025 | 12/26/2025 | 12/12/2025 | 03/13/2026 | 100 | $350 | $0 |
| Semester | 04/01/2025 | 03/06/2026 | 07/01/2025 | 01/23/2026 | 01/09/2026 | 05/29/2026 | 100 | $350 | $0 |
| Semester | 04/01/2025 | 03/06/2026 | 07/01/2025 | 01/30/2026 | 01/16/2026 | 06/05/2026 | 100 | $350 | $0 |
| Semester | 04/01/2025 | 03/06/2026 | 07/01/2025 | 02/06/2026 | 01/23/2026 | 06/12/2026 | 100 | $350 | $0 |
| Semester | 04/01/2025 | 03/06/2026 | 07/01/2025 | 02/13/2026 | 01/30/2026 | 06/19/2026 | 100 | $350 | $0 |
| Semester | 04/01/2025 | 03/06/2026 | 07/01/2025 | 02/20/2026 | 02/06/2026 | 06/19/2026 | 100 | $350 | $0 |
| Semester | 04/01/2025 | 03/06/2026 | 07/01/2025 | 02/27/2026 | 02/13/2026 | 06/19/2026 | 100 | $350 | $0 |
| Semester | 04/01/2025 | 03/06/2026 | 07/01/2025 | 03/06/2026 | 02/20/2026 | 06/19/2026 | 100 | $350 | $0 |
| Semester | 04/01/2025 | 03/06/2026 | 07/01/2025 | 03/13/2026 | 02/27/2026 | 06/19/2026 | 100 | $350 | $0 |
| Semester | 04/01/2025 | 03/06/2026 | 07/01/2025 | 03/20/2026 | 03/06/2026 | 06/19/2026 | 100 | $350 | $0 |
| Trimester | 04/01/2025 | 03/07/2026 | 07/01/2025 | 03/06/2026 | 02/20/2026 | 05/22/2026 | 100 | $350 | $0 |
| Trimester | 04/01/2025 | 03/07/2026 | 07/01/2025 | 03/13/2026 | 02/27/2026 | 05/29/2026 | 100 | $350 | $0 |
| Trimester | 04/01/2025 | 03/07/2026 | 07/01/2025 | 03/20/2026 | 03/06/2026 | 06/05/2026 | 100 | $350 | $0 |
| Trimester | 04/01/2025 | 03/07/2026 | 07/01/2025 | 03/27/2026 | 03/13/2026 | 06/12/2026 | 100 | $350 | $0 |
| Trimester | 04/01/2025 | 03/07/2026 | 07/01/2025 | 04/03/2026 | 03/20/2026 | 06/19/2026 | 100 | $350 | $0 |
| Accelerated | 01/01/2026 | 06/26/2026 | 04/01/2026 | 05/29/2026 | 05/15/2026 | 07/24/2026 | 100 | $350 | $0 |
| Accelerated | 01/01/2026 | 06/26/2026 | 04/01/2026 | 06/05/2026 | 05/22/2026 | 07/31/2026 | 100 | $350 | $0 |
| Accelerated | 01/01/2026 | 06/26/2026 | 04/01/2026 | 06/19/2026 | 06/05/2026 | 08/14/2026 | 100 | $350 | $0 |
| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
|---|---|---|---|---|
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Trimester | 04/01/2025 | 12/19/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 03/06/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 09/05/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 09/05/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 09/05/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 10/24/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 10/24/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 10/24/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 10/24/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 10/24/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 10/24/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 10/24/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 10/24/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 10/24/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 10/24/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Trimester | 04/01/2025 | 12/19/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Trimester | 04/01/2025 | 12/19/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Trimester | 04/01/2025 | 12/19/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 03/06/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 03/06/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 03/06/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 03/06/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 03/06/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 03/06/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 03/06/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 03/06/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 03/06/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Trimester | 04/01/2025 | 03/07/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Trimester | 04/01/2025 | 03/07/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Trimester | 04/01/2025 | 03/07/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Trimester | 04/01/2025 | 03/07/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Trimester | 04/01/2025 | 03/07/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Accelerated | 01/01/2026 | 06/26/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Accelerated | 01/01/2026 | 06/26/2026 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Accelerated | 01/01/2026 | 06/26/2026 |
Students can use email or the private message system within the Student Learning Portal to access highly qualified teachers when they need instructor assistance. Students will also receive feedback on their work inside the learning management system. The Instructor Info area of their course may describe additional communication options.
| School Year | Enrollment Count | Pass Count | Completion Rate | Notes |
|---|---|---|---|---|
| 23-24 | 346 | 304 | 87.86% | |
| 22-23 | 287 | 254 | 88.5% | |
| 21-22 | 619 | 466 | 75.28% | |
| 19-20 | 315 | 235 | 74.6% | |
| 18-19 | 365 | 312 | 85.48% | |
| 17-18 | 317 | 264 | 83.28% | Enrollment data includes all enrollments (21f and non-21f) for the 2017-18 school year. |
| 16-17 | 267 | 230 | 86.14% | Enrollment data include all enrollments (21f and non-21f) for the 2016-17 school year. |
| 15-16 | 316 | 263 | 83.23% | None |
| 14-15 | 285 | 247 | 86.67% | Enrollment data includes all enrollments (21f and non-21f) for the 2014-15 school year. |
| 13-14 | 88 | 65 | 73.86% | Enrollment data include all enrollments (21f and non-21f) for the Spring and Summer 2013-14 school year. |
Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube.
Ensure that your school or district network and device administrator whitelists online resources relevant to the course in which you are choosing to enroll. Ref., Michigan Virtual Course Whitelist
Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/