How Colleges Market Your Course (and What You Can Do to Help)
Learn how catalogs, course pages and email can support course discovery. Prepare clear materials and agree on a promotion plan with the college.
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Questions experts ask, answered.
Short, plain reads on turning what you know into a college-ready program. New articles are added as the library grows.
From Course Proposal to Recorded Lessons: What Happens Next?
Turn an agreed course plan into lessons, practice and assessments. See what to prepare, what to review and how SkillShiftEd helps with the production work.
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Your Course Is Built. How Do You Submit It for College Review?
Put your finished course into a clear review package. Check the submission route, test access and know what to expect between sending and a college decision.
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Reach More Learners Through the College Channel
Colleges promote courses through catalogs, email and other channels. SkillShiftEd helps you build a course, seek placement and plan for the work that follows.
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Build Your Expert Reputation Through the College Channel
SkillShiftEd develops your course and seeks college placement. Explore how a reviewed course and a visible teaching role can support your expert reputation.
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Give Your Course a Path to College Funding—with SkillShiftEd Doing the Work
SkillShiftEd develops your course and handles the work to seek college approval. Explore funding routes for eligible learners as part of that process.
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How Do I Propose a Course for a College’s Continuing-Education Catalog?
Find the right department, read its proposal form and prepare the material it requests. Separate a teaching proposal from a development partnership.
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Does a College Catalog Listing Mean My Course Earns Credit or CEUs?
SkillShiftEd helps programs count toward CEUs and, in some cases, credit through micro-credentials. The exact offering’s designation and policy still matter.
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Where Do Learners Go When They Need Help With a Course?
Make course help easy to find. Explain where learners can ask a lesson question, report an access problem or get help with registration.
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What Should a Course Description Tell a Prospective Learner?
Explain who a course is for, what learners will practice and how it is delivered. Keep each description claim tied to the actual course.
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Who Is My Course For, and What Should Learners Know Before They Start?
Separate the skills learners bring from the skills your course teaches, then make the remaining background assumptions clear.
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What Should a College Continuing-Education Team Check Before Adding an Outside Course to Its Catalog?
Review learner fit, sample activities, delivery responsibilities, accessibility evidence, and your institution’s approval route.
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How Does the SkillShiftEd Partnership Work, Step by Step?
Understand the four broad phases, your part in the work, and the questions to clarify before developing a program together.
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Do You Need a Finished Course to Build a College-Ready Program?
No. Learn what experts can start with, what makes a program reviewable, and how rough material becomes a college-ready continuing-education program.
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What Does College-Ready Mean for an Expert’s Course?
See what a reviewable course package can include, how college requirements differ, and how to connect an outcome, a practice task, and a check.
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What Happens After I Submit My Course for Review?
Understand the difference between an initial fit discussion, course development, and a college’s review—and prepare useful questions about the work ahead.
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Who Owns the Course Material, and What Can I Do With It Afterward?
Separate course ownership, permission to reuse material, and access to editable files. Prepare the questions to resolve before a development agreement.
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