The Institute for Advancing Higher Education (IAHE) program offers independent courses. Every live presentation is recorded and archived, so even if you miss a broadcast, you can view the slides and hear the instructor's commentary and Q&A with participants at your convenience. You will be invited to participate in online discussions between sessions with the instructors and your colleagues, and you can submit questions to the instructors at any time during the program. All archived sessions, readings, and assignments also will be available for a period of time to give you maximum flexibility, convenience, and opportunity to learn.
Upcoming 2018 Online Programs:
AAL is working with a number of associations in different professions to secure CE credits. Please CONTACT US to request CEs for your profession or for additional details.
Participants can complete the assignments to earn up to 12 continuing education units (CEU), depending on the IAHE course, or they can choose to audit, getting full access to the materials but without completing the work or receiving the CEUs. The tuition remains the same regardless of this.
All course speakers agree that neither they nor members of their immediate family have any financial relationships with commercial entities that may be relevant to their presentation.
Clinical educators are challenged to teach effectively while in the process of engaging their students and helping develop critical thinking skills. This course equips educators with practical strategies and the necessary skills to teach effectively in a more productive learning environment.
Registration Deadline: January 29, 2018
Course Orientation: February 1, 2018, from 8:00 p.m. to 9:00 p.m. Eastern
3 topics in one course: February 8, February 15, and February 22, from 8:00 p.m. to 9:30 p.m. Eastern
Topics & Learning Outcomes
Identify strategies to develop students’ critical thinking skills for better addressing the treatment needs of patients.
Describe the use of telecommunication systems and effects of these health care delivery methods on all levels of healthcare professional education.
Discuss the importance of team-based health delivery collaborative practices in interprofessional education.
Faculty calibration is an educational issue that is vitally important for effective assessment, program success, and improved student learning outcomes. The combination of new faculty with experienced educators, along with non-uniformity in instruction and grading, contributes to frustration for both faculty and students. Faculty can negatively impact student learning when teaching practices do not align with student learning outcomes. Optional resources will be shared in the learning management system. This advanced online course is designed with an interprofessional, collaborative approach to equip educators with the necessary skills for teaching effectively in an integrated environment. Focus on the when, how and how often to implement calibration.
Registration Deadline: April 6, 2018
1 Topic over 3 weeks: April 11 and May 2, from 8:00 p.m. to 9:00 p.m. Eastern
Individually and collectively, students, peers, staff, and faculty are expected to uphold high standards of professional behavior, attitudes, and skills in all academic endeavors. Adhering to and enforcing guidelines in academia is difficult without clarity on how unethical and unprofessional challenges can affect the learning environment. This course is designed to identify best practices for navigating the pressures associated with professionalism violations. Interactivity with other participants, case studies and reading assignments will provide the opportunity to address ethical and professional challenges.
Registration Deadline: June 1, 2018
Course Orientation: June 6, from 8:00 p.m. to 9:00 p.m. Eastern
3 topics in one course – June 13, June 20, and June 27, from 8:00 p.m. to 9:30 p.m. Eastern
Topics & Learning Outcomes:
Discuss strategies for reinforcing integrity and academic honesty.
Recognize appropriate resolution tactics to manage conflicts commonly faced by educators.
Apply critical thinking skills, principles and values to resolve challenging ethical issues.
Publishing scholarly reports and articles is a chief concern for most academicians. While the keys to publication are straightforward, it can be difficult to manage the pressure to frequently and continually publish. This advanced online course provides guidance to both tenure or non-tenure track faculty for sustaining or furthering an academic career.
Registration Deadline: July 13, 2018
1 topic over 2 weeks: July 19 and August 2, 2018, from 8:00 p.m. to 9:00 p.m. Eastern
The course provides essential academic career development skills and strategies via one comprehensive distance learning topic for two weeks. The course consists of a series of background resources; two live, online sessions that will be recorded and available for download on AAL's learning management system; and flipped classroom exercises for posting on a discussion board and receiving feedback from an instructor and fellow participants prior to the second live session.
Registration Deadline: September 3, 2018
1 topic over 2 weeks: September 6 and September 20, 2018, from 8:00 p.m. to 9:00 p.m. Eastern
The course provides essential non-teaching skills and strategies via three comprehensive distance learning modules, one each week for three weeks, each addressing a critical component necessary for academic advancement. Each module consists of a series of readings; a live, online 90-minutes session that will be recorded and available for download on AAL's learning management system; and a flipped classroom exercise in which you post an assignment on a discussion board and receive feedback from an instructor and fellow participants prior to the related module.
Registration Deadline: October 1, 2018
Orientation: October 4, from 8:00 p.m. to 9:00 p.m. Eastern
3 topics in one course: October 11, October 18, and October 25, 2018, from 8:00 p.m. to 9:30 p.m. Eastern
Topics and Learning Outcomes:
Translate new knowledge into action through the integration of evidence-based educational research.
Define the characteristics and key elements to prepare a clear and compelling manuscript for submission to peer-reviewed professional journals.
Discuss how to turn an educational research question into a grant proposal
IAHE faculty members include nationally recognized experts in education, curriculum, and leadership in academic health care:
Gayle A. Brazeau
Randy D. Danielsen
Ph.D., PA, DFAAPA
Marcia M. Ditmyer
Ph.D., M.S., MBA, M.C.H.E.S.
Jennifer B. McCants
Director of Professional Development
"As a new educator, I have found the courses to be a fantastic way to collaborate with other educators and learn from wide perspectives. The online course was so smooth and user friendly, I can't wait to take more!"
Kris Dowling, RDHAP, BA, Dental Hygiene Instructor, Cabrillo College
"I truly appreciate this resource. Despite being an educator and program director for over 15 years, I learned excellent methodologies and techniques to improve my ability to provide the best education possible to my students. Interaction with other educators in a discussion forum setting and receiving feedback from those peers was invaluable!"
Shelly Feiwell, CDA, EFDA, EFDA Education Director, Case Western Reserve University School of Dental Medicine
"This course provides the faculty with very useful tools in the teaching-learning process, especially in areas related to technological advances. I recommend it to all my colleagues.The instructors have been very professionals and have proven commitment. They were successful in maintaining communication and feedback with the virtual classmates."
Aslin M. Gonzalez-Pena, Associate Professor, University of Puerto Rico, School of Health Professions
"This was my first online course and it exceeded my expectations! You have set the bar high for any future courses I take!"
Erin Boyleston, RDH, MS, Assistant Professor, Georgia Regents University, College of Allied Health Sciences, Department of Dental Hygiene
“The programs that are presented by the IAHE are outstanding. I have learned valuable information, not only from the presenters, but from the other participants, as well. I appreciate the fact that educators are so eager to share and are willing to help each other. This is my second program, but it definitely isn't my last. Thank you for the opportunity to participate.”