Certified Higher Education Professional

This course is designed to assist personnel at all levels of an educational institution in the understanding of the provisions of Title IX of the Education Amendments of 1972 ("Title IX") as amended on August 1, 2024, and the Clery Act as amended in the Violence Against Women Reauthorization Act of 2013 ("VAWA"). These laws require that all individuals in an educational institution understand and comply with the laws in terms of what is prohibited behavior in relation to sex-based harassment and/or sexual violence, and what steps are to be followed when such prohibited conduct occurs. This course gives the participants information about the laws, as well as procedures to follow, to provide for the rights of all individuals under the laws. It also provides additional resources to assist educational institutions in continuing to build and strengthen their Title IX and VAWA policies, procedures and training throughout the year.

Positive psychology is the science of human flourishing and is leveraged to cultivate well-being for students, teachers, and staff in schools around the world. You'll be introduced to the tools of positive psychology to help you and your students thrive in the classroom and in life. This course is designed to help you understand the science of well-being and how to employ it for yourself and in educational settings to support well-being and academic achievement. The modules cover positive psychology's origins, and the research and application of the PERMA model, Character Strengths, and positive education.

This introductory course covers the essential roles of a teacher and the competencies required to be a successful instructor in an educational institution. Proven techniques and strategies for planning and preparation are presented and discussed. In addition, the course offers effective methods for conducting the first class meeting and delivering course content. This course provides a solid foundation for new instructors and serves as an excellent refresher for more experienced instructors.

The instructor is the real key to student retention at any educational institution. Instructors must keep focused on student motivation and retention each and every day of class. Developing strategies for retaining students throughout the entire training sequence is both complex and rewarding. All instructors should have the goal of seeing all of their students successfully complete their class. This course helps you reach that goal by helping you to understand your students and use proven motivation and retention techniques to keep them enrolled and engaged in the learning process.

Educators work with students who want to learn specific skills that will lead to fulfilling careers. As educational instructors it is our job to help each student to achieve this goal. Just as you may have a particular style of teaching that you prefer, your students have preferred ways of learning. This course will help you to identify the different learning styles of your students so that you can adjust your instruction to better accommodate them. Good teachers also regularly monitor the effectiveness of their instruction by assessing their students’ learning. This course will examine several aspects of assessment including how to create good tests, how to ask effective questions and how to get your students to actively participate in their learning by asking questions themselves.

This course provides methods and techniques for managing students and class activities. We start by reviewing the steps instructors need to follow as they introduce a class to new students. We then discuss strategies to effectively deal with unfocused and challenging students. The course ends by describing common mistakes made by instructors and ways to avoid them.

This course shows instructors how to develop a comprehensive approach to effective and efficient instruction. From preparation for the classroom to selection of instructional delivery methods, the course provides effective ways of planning instruction to help instructors keep the content focused and the students engaged. We also cover the steps to set up a complete evaluation system that will work in all settings.

This course provides methodologies and examples to help instructors increase content retention and application by students in need of support. The course starts by covering the skills needed by instructors to be clear communicators. We then discuss ways instructors can become effective in monitoring students and using student groups as learning tools. The course concludes by covering techniques and strategies to instruct diverse learners, including learners with disabilities.

This course provides an introduction to the concept and philosophy of active learning, and describes a variety of methods to help instructors "activ-ate" their class. The course includes active learning examples that utilize both critical and analytical thinking skills. We also identify the risks that may discourage instructors from using active learning strategies and offer suggestions for managing them. A three-step method is suggested for developing an active lesson, and a comprehensive model is offered as a guide for creative active learning strategies.

This course begins by identifying the two most significant issues that influence the motivation of adult students: security and autonomy. The course explains how increasing students' sense of security can enhance their motivation during instruction, questioning, activities, and evaluations. This is followed by a discussion of how motivation can be improved by enhancing students' sense of autonomy when making assignments, selecting instructional methods, implementing classroom procedures, and developing and planning evaluations. The course concludes by comparing and contrasting extrinsic and intrinsic motivators and by suggesting a variety of "miscellaneous motivators" for instructors to consider.

Questioning can be one of the most effective classroom teaching strategies. However, many instructors are not familiar with the techniques and research findings associated with good questioning. This course begins by comparing and contrasting the major types of questions and their most appropriate uses. Some relevant statistics and research findings are presented, followed by a discussion of four effective questioning practices. The course concludes by offering a few tips and suggestions for instructors to consider.

This course is an overview of a variety of ways in which educators can integrate technology and web resources into instructional courses, in order to engage learners and promote collaborative learning. A variety of strategies are included in this course to enhance the use of technology so it becomes an integral part of ongoing instructional practice. In addition, numerous links are provided to enable participants to gain more insight into how technology can be explored, secured and utilized in their courses.

Planning Effective and Efficient Instruction provides new and experienced instructors with practical ways to design and deliver learning experiences that establish an environment that facilitates learning. The course summarizes important academic concepts while providing specific strategies for planning lessons, reaching learners, asking questions and assessing student mastery of the course and program objectives.

Students (both veterans and non-veterans) with Post Traumatic Stress Disorder (PTSD) are enrolling in career education in increasingly larger numbers. Instructors need to have a basic understanding of what PTSD is and how it impacts the lives of students. This course covers what PTSD is and the characteristics that students with PTSD may display. In addition, Traumatic Brain Injury (TBI) is discussed as many students enrolling in career education have both PTSD and TBI. Instructional strategies to support the learning of students with PTSD and/or TBI will be discussed and examples given. Participants will also be given sources where they can gain additional insight into how to support the learning of students with PTSD and/or TBI.

The most effective instructors are scholars, but they are also facilitators. Good scholars have a command of knowledge in their field of expertise that is both broad and deep. For a scholar to become an instructor, he or she also needs to be a facilitator. Facilitators help others to learn, which is as important as scholarship. In this course we will define "the scholar" and "the facilitator" as individuals (although they are two aspects of one person), as well as compare and contrast their nature and their roles. You will examine issues and challenges faced by instructors, both on-ground and online, and look at developing and improving your facilitation skills.

The classroom in an educational institution is often more than just chairs, books, and a white board. Frequently the learning takes place in a lab or shop environment, where the traditional rules of classroom management and teaching may not always apply. This course covers the instructional techniques necessary for the non-traditional classroom, including strategies for teaching to each student's individual learning style. In addition, this course describes strategies for assessing student progress. Safety guidelines and considerations for specific lab and shop environments are identified.

Experiential learning is intended to extend students' educational experience beyond the traditional classroom setting. It is a structured, student-centered way to integrate curriculum-based educational experiences utilizing practical applications and active involvement. This course discusses strategies for extending the curriculum into the workplace. Information is provided on how to educate the internship site and how to create useful forms and processes for documenting and implementing successful internships. This course describes the different roles of the institution, the student, and the internship site. It will identify ways to supervise students, as well as ways to evaluate and assess student success at internship sites.

As opportunities for education become more prevalent, educational institutions must compete to increase, or even maintain, their student enrollment levels. More and more institutions are adopting the strategy of treating students like customers in order to be successful. This course will review the characteristics of adult learners and determine the reasons adult students leave the institution. It will discuss the concept of interacting with students as though they are customers and how the students-as-customers concept relates to the instructor and the classroom. This course will also describe the methods and techniques of effective communication. Included are guidelines and techniques for advising and mentoring students.

This introductory course will provide you with the knowledge and skills to create successful online courses, whether for faculty-supported distance education delivery or as a supplement to classroom instruction. You will learn to design and develop online courses that have structural integrity and navigational simplicity with a focus on student-centered learning and intellectual interaction. The course covers various learning activities that are supported in an e-learning environment and describes the typical components of an online course. We will provide you with the media strategies and course design methodologies that will allow you to develop online courses in an effective and efficient manner.

Your degree of success as an online instructor relies heavily on several factors, among which are your level of preparedness before the date on which the course is launched; your ability to make a smooth transition into the roles and responsibilities associated with teaching in an online environment; and the effectiveness and efficiency with which you manage learners, instructional transactions embedded in the course as well as the learning environment. In this course, you will learn how to project your authority and presence into the e-learning environment, build a relationship with each learner, promote and nurture learner participation, provide informative and constructive feedback in a timely manner, minimize attrition, manage communications, manage unacceptable behavior and resolve disagreements.

This course will provide you with the knowledge and skills to author, teach, assess, and revise successful online courses. You will learn to develop a course framework with consistent modules. Constructing an online community and a dynamic syllabus are important in helping you communicate with students. You will also learn how to develop an assessment plan including self- and peer-assessment as you progress through the course. No online course is complete without a comprehensive revision cycle. This course will walk you through the process of "closing the loop" to create a complete revision and improvement plan for your online course. We will provide you with ideas for student-centered learning, with activities and intellectual interactions using a variety of technology tools.

This course will provide you with basic information to teach in a virtual learning environment and understand the importance of organizing course content. You will learn about the important role technology tools play in teaching and organizing an online course. You will also learn the difference between synchronous and asynchronous learning. As the components of each are discussed, you will further identify appropriate methods, develop guidelines, organize content, and establish a pattern of teaching for each method.

This course will provide you with information to help you effectively communicate with students and encourage communication among students in an online environment. You will learn the importance of facilitating instructor-to-student (I2S), student-to-instructor (S2I), and student-to-student (S2S) communication. Technology tools play a vital role in the communication process and several are discussed in this course. In addition, discussion is also provided to help you further understand how to manage and measure communication in an online course and help students communicate effectively.

This course will provide you with the knowledge to effectively evaluate student learning in an online environment. Technology tools play a vital role in the evaluation process and several are discussed in this module. Discussion will also be provided to help you further understand how to complete formative and summative assessments, as well as the advantages and disadvantages of objective and subjective assessments. Value-added assessments are also discussed in light of how they can be completed and provide feedback for course revision.

This course will provide you with strategies and techniques to help prepare students for the online environment. To do so, you must also assess your strengths and weaknesses as an online instructor. As you help students assess their readiness for online learning, you are also preparing them for the expectations and realities of the online environment. By identifying students' strengths and weaknesses, you can provide guidance to help them achieve the learning outcomes. This course not only notes the necessary technical skills, it also discusses non-technical skills as well as techniques for successful learning and helping students develop their online persona.

This course will inform you about the purpose of rubrics and will provide you with the techniques to develop rubrics as an assessment tool for student performance, processes and products. This course will explore types of rubrics, the role rubrics play in assessment, as well as the use of rubrics in evaluating elements of your online course to ensure your course is truly student-centered.

This course will provide you with strategies and techniques to help use social networking in the online environment. It provides an overview of social networking, media hosting and sharing, microblogging and blogging. An introduction to each will be provided, and content development, policy, facilitation and assessment will all be discussed. Suggested activities will also be provided.

This course will provide you with the basic foundations of assistive technology and its use in the online learning environment. As a greater number of students with disabilities are entering online education, this course will prepare online faculty to meet their unique needs. You will learn about the obligations and legal responsibilities under U.S. federal law. In addition you will explore ways of assisting students with disabilities to succeed in the online learning environment. We will help you identify the appropriate tools, introduce you to universal design, and provide strategies that can make your online course accessible to those with disabilities. Online accessibility is beneficial to all of your learners!

This course will provide you with strategies and techniques to help you reduce your workload in the online environment. The course begins with an overview of good principles for education and questions to consider prior to developing Workload Management Strategies (WLMS). This course also provides WLMS for teaching online, communicating and collaborating, and revising your online course.

This course will provide you with a basic overview of the background and history of the popular instructional method called active learning. This method differs from traditional educational methods such as the lecture model. Active learning has a definite place in education especially in the online learning environments. It is used to support teaching outcomes like critical thinking skills, interpersonal skills and knowledge acquisition that all instructors wish for their students. However, active learning it calls for a change of attitude on the part of students and the instructor in order to be successful. But the advantages far outweigh the disadvantages as it can make students enthusiastic about learning. Learn about this brave new world of teaching and learning for the next generation.

This course provides a basic overview of the background and history of the usage of copyrighted materials in U.S. education. Copyright usage is an often-misunderstood area of education. This course will help build an awareness of the U.S. Copyright Law and its various components. Instructors will be given practical examples on how to correctly use copyrighted materials in their classrooms. In the 21st century, many students do not recognize common concepts such as pirating of music and videos. Instructors are on the frontline in education and can educate newer generations on the ideas of fair use, intellectual property, and piracy issues.

This course will provide you with strategies and techniques to immerse students in an interactive environment that will incorporate gaming and simulations to introduce, engage, and reinforce online learning. This course will begin with definitions of gaming and simulations as a tool for online learning and will provide guidance to evaluate, implement, and assess the effectiveness of games.

This course will provide you with an overview of online instructors' and learners' personality traits. Participants will be provided with information about the traits themselves, as well as how to identify such traits, utilize them, and develop lessons to reach all students.

Active and passive learning are critical concepts to ponder for online learning. Each one has positive benefits when explored and applied in the context of learning and the designing of instruction. There is, however, a difference between passive and inactive. One is an intentional part of learning while the other is the absence of something. We will explore these and other concepts in this course. In addition, strategies will be shared that will enable educators to make their online instruction more engaging and beneficial for learners.

Although online learning is becoming more normalized in our educational institutions, there are still many questions about its effectiveness for certain areas of study and training. There remains an idea that online learning is mostly passive and therefore unsuitable for anything active and specifically the development of skills and trades. This course will explore the changing realities of online learning and how effective it can be in the training of skills and trades. Strategies will be shared to facilitate the online teaching of applied skills in simulated and real-world settings.

This course will explore the online learning landscape and how to ensure learner engagement remains high, even when working virtually. The course discusses various aspects of online education, as well as discussing techniques for both social and motivational forms of engagement and how to apply them appropriately in courses. The goal of this course is to help develop a better understanding of the topic and produce tangible resources to help implement plans, strategies, and ideas at your school. In addition to lecture videos, links to possible resources, and assessments, you will be able to utilize the Journal and Learning Activities. Take advantage of a method that best works for you.

Research shows that supportive working relationships between students and institutional personnel are vital to student retention. For online students, these relationships are especially essential in preventing a sense of isolation and detachment from their academic experience. Because interactions with online students are most likely to occur via phone and email, developing retention-supporting relationships can be challenging. This course teaches online communication strategies that foster connection and engagement with online learners. Participants will develop a deeper understanding of (a) retention and attrition research, (b) online learning, and (c) technology's unique role in both the relationship-building process and the online student experience.

Research shows that supportive working relationships between students and institutional personnel are vital to student retention. For online students, these relationships are especially essential in preventing a sense of isolation and detachment from their academic experience. Because interactions with online students are most likely to occur via phone and text-based methods, developing retention-supporting relationships can be challenging. This course teaches online communication strategies that foster connection and engagement with online learners. Participants will develop a deeper understanding of (a) retention and attrition research, (b) online learning, and (c) technology's unique role in both the relationship-building process and the online student experience.

This course provides sound advice on preparing and delivering presentations that command attention, persuade, and inspire. It includes rehearsal techniques as well as tips for creating and using more effective visuals. The course also addresses the importance of understanding your objectives and your audience to create a presentation with impact.

In this course, you will learn how to strengthen your coaching skills by using a four-step process to facilitate the professional growth of the employees you coach.

Feedback is an essential component of the communication process. In this course, you will learn when and how to give effective positive or corrective feedback, how to offer feedback upward, and how to receive feedback.

This course will help you master effective time management techniques. You will learn to analyze how you currently spend your time and pinpoint opportunities for improvement. The course will show you how to plan your time efficiently using scheduling tools, control time-wasters, and evaluate your schedule once it is underway.

In this course, you will learn the difference between positive stress that enhances productivity and negative stress that breeds tension, lowers productivity, and undercuts job satisfaction. The course includes strategies for dealing with underlying causes of worry and stress, with tactical advice and coping mechanisms for immediate problem management.

Gregory Thorn

Badge Evidence | Completed Courses (4 Hours Each)

CHEP in Teaching

CHEP in Online Teaching

CHEP in Admissions

CHEP in Career Services

CHEP in Campus Operations

CHEP in Leadership