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Teaching Online Pedagogy & Standards (TOPS): An Online Training Course

March 8, 2021 @ 8:00 am - 5:00 pm CST

Presented by the Institute for Professional and Continuing Studies and The National Center for Teaching and Learning (NCTL)

The Chicago School of Professional Psychology Presents:

Teaching Online Pedagogy & Standards (TOPS):

An Online Training Course

March 8. The program lasts 4-7 weeks because weeks 4-7 are self-paced.

Instructions on how to access the program will be sent via email prior to the start of the program.

Program Offers 18 APA CEs for Psychologists, or 18 BBS California CEUs for LPCCs, LPSW, and LMFTs*.

Workshop Description:

Teaching Online Pedagogy and Standards (TOPS) is a certificate course aimed at training faculty in cutting-edge online teaching methods using the Canvas online course platform. Notice the acronym of the course title: TOPS. This course is meant to take faculty beyond ‘best practices’ and into a superior standard of teaching. The Chicago School asks faculty to meet high standards, to be on the leading edge of online education — to teach at the top.

This partially self-paced certificate course is applicable to all faculty in higher education, especially those who are new to using online learning management systems. While TOPS takes place on the LMS Canvas system, instruction should be applicable to alternative LMS systems.

Learning Objectives:After attending this introductory-level workshop, participants will be able to:

1. Effectively navigate a completed course shell in the Canvas LMS.

2. Be able to explain the role of Quality Matters standards in creating an online course.

3. Identify ways to support student engagement, collaboration, and community in an online course.

4. Identify types of academic dishonesty in a distance learning environment.

5. Identify ways of modeling professional and ethical behavior in interactions with students and colleagues.

6. Effectively use accessibility and accommodation tools in the Canvas LMS.

7. Identify personal assumptions about specific learners or cultural groups that may need to be challenged and unlearned.

8. Identify and access current resources regarding trends in online education.

9. Use synchronous communication tools in – or integrated with – the Canvas LMS.

10. Use asynchronous communication tools in – or integrated with – the Canvas LMS.

11. Provide useful, timely, and effective feedback using text and video tools in the Canvas LMS (e.g., SpeedGrader).

12. Compare and contrast effective and ineffective methods of discussion forum facilitation.

13. Develop professional connections within the larger community of educators using the Canvas LMS.

14. Be able to take appropriate action when discovering potential plagiarism.

15. Access faculty development resources.

16. Be able to connect students with available resources and academic support.

17. Evaluate discussion forums, written assignments, and announcements from a previous Canvas course.

18. Identify strategies you would incorporate into your instructional practice.

Professional Bio of Presenter: Kelly M. Torres, PhD, Department Chair, Educational Psychology and Technology, The Chicago School of Professional Psychology.

Dr. Kelly Torres earned her doctoral degree in Educational Psychology from Florida State University, and earned two master’s degrees from Florida State University in Educational Psychology and Curriculum and Instruction. She also possesses Florida K-12 English for Speakers of Other Languages (ESOL) and Exceptional Student Education (ESE) teaching certificates. Dr. Torres has 9 years of mentor experience working with elementary-aged learners. She also has taught numerous university-level courses in both online and face-to-face settings in content areas such as educational psychology, foundations of education, assessment, curriculum development, linguistics, and culture. Dr. Torres’s research interests are focused on the implementation of technology into educational settings in order to enhance student academic outcomes and on various aspects of the motivational influences that may impact second language learning and culture. Her research has resulted in numerous manuscript publications and state, regional, national, and international conference presentations. She has also worked as a consultant for state and national curriculum accreditation committees and has helped to develop a national K-12 ESOL language proficiency high-stakes assessment. Additionally, Dr. Torres developed a study abroad program in South Africa where she has provided educator professional development workshops over the last 4 years. Her international work has resulted in partnerships with NGOs, universities, and South African township schools. Recently, she worked strategically to begin establishing partnerships with universities and NGOs in Botswana.

Program Standards and Goals

This program meets APA’s continuing education STANDARD 1.3: Program content focuses on topics related to psychological practice, education, or research other than application of psychological assessment and/or intervention methods that are supported by contemporary scholarship grounded in established research procedures.

This program meets APA’s continuing education GOAL 1: Program is relevant to psychological practice, education, and/or science.

Registration and Fees:

General Admission: $250.00

Refund Policy:

100% of tuition is refundable up to 48 hours before the program. Within 48 hours of the program, tuition is nonrefundable.


Allen, I. E., & Seaman, J. (2017). Digital learning compass: Distance education enrollment report 2017. Retrieved from http://onlinelearningsurvey.com/reports/digtiallearningcompassenrollment2017.pdf

Creating Videos in Canvas with Panopto. (2018, June 14). TCS EdTech. Retrieved from https://www.youtube.com/watch?v=7i04t8cyRV0&feature=youtu.be

Getting Started with Studio in Canvas (2019, August 14). TCS EdTech. Retrieved from https://www.youtube.com/watch?v=IJ0jtDniQFw&feature=youtu.be

How do I use the HTML View in the Rich Content Editor as a student? (2017, April 19). Canvas Doc Team. Retrieved from https://community.canvaslms.com/docs/DOC-10613-4212717416

John Hopkins University (n.d.). Benefits of teaching online. Retrieved from https://ep.jhu.edu/faculty/learning-roadmap-for-new-online-instructors/benefits-and-challenges-of-teaching-online

Kranzow, J., & Hyland, N. (2016). SELF-DIRECTED LEARNING: DEVELOPING READINESS IN GRADUATE STUDENTS. International Journal of Self-Directed Learning, 13(2).

Sharon D. Kruse, Shameem Rakha, & Shannon Calderone (2018) Developing cultural competency in higher education: an agenda for practice, Teaching in Higher Education, 23:6, 733-750, DOI: 10.1080/13562517.2017.1414790

Quality Matters. (n.d.). Higher Education Rubric Workbook Standars for Course Design (6th ed.).


Target Audience: All mental health professionals, particularly those looking to teach online

Psychologists. This program, when attended in its entirety, is available for 18 continuing education credits. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods. If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to Danielle Bohrer at 312-467-2364. There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.

MFTs, LPCCs, and LCSWs. Course meets the qualifications for 18 hour of continuing education credit for MFTs, LPCCs, and/or LCSWs as required by the California Board of Behavioral Sciences. If you are licensed outside of California please check with your local licensing agency to to determine if they will accept these CEUs. The Chicago School of Professional Psychology is approved by the California Board of Behavioral Sciences (BBS) to offer continuing education programming for MFTs, LPCCs, LEPs, and/or LCSWs. The Chicago School of Professional Psychology is an accredited or approved postsecondary institution that meets the requirements set forth in Sections 4980.54(f)(1), 4989.34, 4996.22(d)(1), or 4999.76(d) of the Code.

Participation Certificate. The Chicago School of Professional Psychology will provide participants who complete the course a certificate of completion.

Non Psychologists. Most licensing boards accept Continuing Education Credits sponsored by the American Psychological Association but non-psychologists are recommended to consult with their specific state-licensing board to ensure that APA-sponsored CE is acceptable.

*Participants must complete 100% of the program and earn a grade of 80% or higher in order to obtain a Certificate of Completion.

The Chicago School of Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Chicago School of Professional Psychology maintains responsibility for this program and its content.


March 8, 2021
8:00 am - 5:00 pm CST