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HAR's COMPASS Institute seeks to offer courses along an Expert Track for cultural heritage professionals (especially those seeking RPA-eligible coursework for continuing education) and lifelong adult learns, and courses along a Scholar Track for high school students seeking to have rigorous high school transferrable social science credits and test prep.

HAR's social science coursework seeks to offer courses that students have a variety of strategic

options to get more mileage out of their classes, such as preparing for taking CLEP or AP exams, 

NCAA accreditation. Students, on Expert or Scholar Tracks can take standalone classes and 

receive certificates of completion, or choose to earn multi-course certificates they can add to

their resumes. Courses and multi-course certificates have digital certificates that enable students

to share their achievements or verify their completion of coursework.

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Very few online course programs offer such digital sharable certificates, competency-based, 

and courses which maximize what students can do with them. 

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The Expert Track:

Immerse yourself in cultural heritage through HAR’s 5-tier system of self-paced courses,

tailored to enrich your understanding one level at a time and priced accordingly. These

affordable and in-depth courses cover underserved topics and interesting interdisciplinary topics to equip heritage professionals for leadership roles.​ Serious students of the social sciences too should enjoy such an accessible way to expand their horizons.

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Flexible billing/invoicing/payment options

RPA-eligible for CPEs

Self-paced but time-bound

Digital Credentials

Competency-based final assessments

WCAG/508 Accessibility Compliant

Quality Matters Certified (the gold standard for online course quality)

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Courses Arriving in 2026:

• ​Cultural Resource Management Law (401) Cultural Resource Management Law offers a grounded, practice‑oriented study of the laws, policies, and ethical responsibilities that guide heritage work. The course moves at a deliberate pace, giving students time to understand how legal decisions unfold in real places, with real communities, and with long‑term consequences. Students learn how federal, state, and Tribal laws intersect; how consultation is carried out with care; and how documentation becomes part of the historical record. The course is designed for professionals who want clarity, confidence, and a stronger sense of the responsibilities they carry in the field.

  • 20 hour course (the total time commitment)​

  • RPA-eligible for CPE

  • Quality Matters certified

• Nexus of Cultural Property Law and Policycraft  (501) Cultural resources at the intersection of law, ethics, institutional responsibility, and community relationships. This advanced course offers a steady, holistic exploration of how cultural property laws and policies interact across federal, Tribal, state, and international scales - and how those interactions shape the daily work of CRM firms, museums, Tribal governments, and agencies. Students learn to navigate repatriation, documentation, intellectual property, privacy, and international heritage frameworks with clarity and care. The course emphasizes policycraft: the practical skill of designing, interpreting, and implementing policies that are both legally defensible and culturally respectful. A meta awareness thread runs throughout the course, helping learners understand how heritage knowledge is produced and practices are shaped through legal definitions, institutional decisions, documentation practices, and field data collection and curation choices.

  • 22 hour course (the total time commitment)​

  • RPA-eligible for CPE

  • Quality Matters certified

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Courses Arriving in 2027:

• Issues in Archaeological Documentation (402) 18 hrs

• Intro to Anthropology (101)  10 hrs

• Principles of Archaeology I (301) 15 hrs

• U.S. History I: Post-Contact America for Heritage Professionals (102) 10 hr

• U.S. History II: Modern America for Heritage Professionals (202) 12 hr

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Courses Arriving in 2028:

• Intro to Ethnobiology (303) 15 hrs

• Intro to Historical Ecology (403) 18 hrs

• Principles of Archaeology II (404) 18 hrs

• Landscape Archaeology I (405) 20 hrs

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Multi-Course Certificates (Available end of 2027):

• Certificate in Cultural Resource Compliance & Documentation

• Certificate in Archaeological Practice & Documentation

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• Homeschooling Social Sciences Classes:

For homeschooling families, HAR offers monthly subscriptions to

engaging social sciences classes taught by a real professional

archaeologist. For just $60/month, students gain access to

sessions that ignite curiosity, foster critical thinking, bring cultural

heritage to life, and uniquely present historical subjects in an

applied manner. At HAR, we’re passionate about connecting

learners to the stories of humanity’s past, empowering them to make

meaningful connections to the present- and from a real archaeologist.

Because if historical knowledge is not powerful, then you’re doing it wrong.  

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Flexible Payment Options & Pricing

• ESA Accepted: Registered educational service provider in ESA states

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• Wix Pay Platform

• Payment can be lump-sum tuition or a monthly subscription. 

 

Flexible Asynchronous Classes

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Digital Credentials

• Certificates for individual classes or multi-course certificates, and badges, are issued through platforms allowing verification and long-term record keeping.

• Enable skill tagging for professional social media sites like LinkedIn

• Each credential includes clear metadata describing the learning outcomes, assessment criteria, and issuing authority.

• Certificates which do not expire, do not get lost, and exist on more than paper. 

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Highly-Certified Quality Courses

• National Standards for Quality Online Courses (NSQ) certified

• Quality Matters certified

• (NCAA) approved for online high-school credit for student athletes for various courses

  • Discussions and collaborative work, academic advising, technical assistance, accessibility accommodations

• Follows WCAG 2.1 AA accessibility guidelines

  • Videos are captioned

  • Documents can be read by screen readers

  • Images include alt-text.

  • Navigation is simple and reliable.

• AP exam preparatory courses: recognized as AP coursework, potential for college-credit, and include documentation bundle.

• CLEP exam preparatory

• Honors versions of courses are available adding Honors to course title on transcript when transferred to high school

  • Comes with additional course intensives and documentation bundle for use in transferring for credit​​​

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Needed Equipment/Books

• Computer

• Ability for computer to open PDFs and PPT files, [video requirements?]

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Assessments & Grading

• Assessments: traditional quizzes, essays, and exams.

• Grading uses a growth‑weighted grading system. Early assessments are low‑stakes and help you check your understanding. Later assessments carry more weight as your skills develop. The final competency capstone is significant but not a single point of failure. Your grade reflects your overall engagement and improvement throughout the course.
   

Courses Arriving in 2026:

• Civics & Government I: Foundations of American Government

  • STANDARD OPTION
    Civics and Government I introduces students to the foundations of American government. The course follows a semester schedule and meets NCAA requirements for instructor interaction, academic integrity, and documented learning hours. Its structure aligns with AP U.S. Government and CLEP American Government frameworks. Students study the Constitution, federalism, the branches of government, and the principles that guide democratic practice. They examine how laws are made, how courts interpret them, and how citizens participate in shaping public life. Primary sources, landmark cases, and historical documents help students understand how ideas about governance have changed over time. Assignments include analytical writing, source interpretation, and weekly tasks that mirror AP‑level expectations. Students also complete practical activities, such as tracking legislation or analyzing public statements, to see how government functions beyond the page. The course encourages students to read civic life with clarity and to understand their place within it.

  • HONORS OPTION
    The honors version of Civics and Government I invites students to move through the foundations of American government with closer attention and a steadier pace. The course follows a full semester rhythm and meets NCAA expectations for instructor‑initiated engagement, academic integrity, and documented learning hours. Its structure aligns with the competencies outlined in AP U.S. Government and CLEP American Government, while maintaining HAR’s inquiry‑driven approach. Students read the Constitution, the Federalist Papers, and landmark Supreme Court decisions with care, noticing how ideas about authority, liberty, and representation have shifted across time. They study federalism, the separation of powers, and the design of political institutions, tracing how these structures shape the daily work of governance. Honors students move beyond description into interpretation, examining how constitutional principles are debated, revised, and applied in contemporary contexts. Assignments ask for deeper analysis. Students write extended essays, complete document‑based evaluations, and compare competing interpretations of foundational texts. They may track a constitutional issue across multiple branches of government or analyze how a Supreme Court ruling reshaped public policy. Practical exercises, such as following a bill through committee or studying how executive agencies implement legislation, help students see how the system functions beyond the page. The course encourages students to understand governance as a living system, shaped by both structure and human decision. It prepares them for AP and CLEP pathways while offering a grounded, attentive approach to the study of American political foundations

• Civics & Government II: Political Behavior, Institutions, and Public Policy

  • STANDARD OPTION: Civics and Government II moves beyond foundational structures to examine how government operates in practice. The course follows a semester rhythm and meets NCAA expectations for rigor and instructor engagement. It aligns with AP U.S. Government themes related to political behavior, public policy, and institutions, and it supports CLEP American Government competencies. Students observe how policy moves through hearings, agencies, and public debate. They study lobbying, bureaucracy, media influence, and the quieter forms of political negotiation that shape decision making. When possible, students attend a local hearing or civic event to see how governance unfolds in real time. Assignments include media analyses, policy evaluations, and document‑based essays that require students to interpret evidence and trace the movement of ideas through political systems. The course encourages students to understand governance as a living process, shaped by people, pressures, and place. It prepares them for AP and CLEP pathways while offering a grounded, inquiry‑driven approach to civic life.

  • HONORS OPTION: The honors version of Civics and Government II invites students to study the movement of political life with closer attention and a more deliberate pace. The course follows a full semester rhythm and meets NCAA expectations for instructor‑initiated engagement, academic integrity, and documented learning hours. Its structure aligns with AP U.S. Government themes related to political behavior, institutions, and public policy, and it supports CLEP American Government competencies. Students examine how ideas become policy by tracing their path through hearings, agencies, courts, and public debate. They study lobbying, bureaucracy, media influence, and the quieter negotiations that shape political outcomes. When possible, students attend a local hearing or civic event, observing how decisions unfold in real time and how individuals and institutions respond to one another. In addition to studying institutions and policy, honors students learn to recognize the forms of political influence that shape everyday adult life. The course introduces the philosophies and strategies people use to gain, hold, and challenge power, not as instructions to follow but as frameworks for understanding how influence moves through a society. Students examine ideas found in real politick classic works, alongside research on propaganda, disinformation campaigns, and the construction of persuasive narratives. They explore the distinction between hard and soft power, noticing how force, diplomacy, culture, and economic leverage operate in different contexts. The course also introduces agnotology (the study of culturally induced ignorance) helping students see how uncertainty can be manufactured through selective information, misleading statistics, or the manipulation of census data and public reports. These explorations prepare students to read political influence in the adult world with clarity. They learn to recognize how data, language, imagery, and institutional behavior shape public understanding. The goal is not cynicism but awareness: the ability to see how power operates in quiet, everyday spaces and to navigate civic life with steadiness and discernment.

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Courses Arriving in 2027:

• U.S. History I: Contact, Exchange, and the Early Historic Period

• U.S. History II: The Middle to Late Historic Period 

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Multi-Course Certificates (Available end of 2027):

• American Civic Foundations Certificate

  • Requirements: Civics & Government I and II; U.S. History I and II.

  • Value: A clean, powerful credential for college admissions, NCAA documentation, and homeschool credit transfer for graduation requirements.
    
     

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HAR's Teaching Philosophy

Introduction

Education is not indoctrination—it is an invitation to wonder, reflect, and inquire. A well-designed course doesn’t merely transfer knowledge; it sparks curiosity, empowering students to question, engage, and shape their own intellectual journey.

If learning is a landscape, then questions are the trails that wind through it—some leading to new discoveries, others exposing hidden complexities, and a few challenging long-held assumptions. My teaching philosophy centers on guiding students through this terrain, equipping them with the tools to navigate uncertainty and engage deeply rather than handing them a static map.

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Teaching Approach: Immersion & Interdisciplinary Thinking

Understanding is best achieved from within. Passive absorption of information is like standing outside a museum and judging it by its façade—true comprehension comes from stepping inside, engaging with exhibits, and making connections between disparate ideas.

My courses blend hands-on learning, interdisciplinary exploration, and real-world application. Students don’t simply read about theories—they experiment with them. They don’t just memorize facts—they interrogate their implications across multiple contexts.

Tangible Practices:

• Case-Based Learning: Students engage with real-world case studies to apply theories in practical settings and analyze diverse outcomes.

• Multi-Text Exposure: A diverse range of readings ensures students see concepts from multiple disciplinary angles, avoiding singular interpretations.

• Experiential Exercises: Instead of merely reading about theories, students actively test them through application-driven assignments.

• Multimodal Learning: videos (including self-made expository documentary video excerpts), simulations, discussions, and interactive projects engage different learning styles to maximize knowledge retention.

 

Student-Centered Learning: Deep Questions & Active Engagement

Curiosity is a muscle—it strengthens with use. My goal is to cultivate intellectual stamina, empowering students to ask better, deeper questions. Not all questions are equal—some are performative, some manipulate, but real questions drive discovery rather than reinforce assumptions.

Tangible Practices:

• The 5 Whys Method: Encourages students to chase answers beyond surface-level assumptions, fostering deeper inquiry.

• Student-Directed Learning Paths: Flexible assignments allow students to follow their curiosity, adapting projects to personal interests while staying within course objectives.

• Collaborative Inquiry: Students engage in peer-driven dialogues, challenging ideas in structured debates or discussion forums.

 

Assessment & Feedback: Growth-Focused Evaluation

Education should challenge, not punish. Traditional grading often penalizes early misunderstandings instead of rewarding intellectual growth.

Tangible Practices:

• Mini Assessments & Checkpoints: Low-stakes evaluations build mastery progressively, allowing students to refine their understanding before high-stakes exams.

• Competency-Based Grading: Exams focus on application rather than memorization, measuring real-world problem-solving skills.

• Constructive Feedback Loops: Students receive iterative feedback, shaping their learning process instead of focusing solely on final grades.

 

Continuous Improvement & Reflection: Iterative Learning

Teaching is a conversation, not a monologue—learning is adaptive and evolving. Growth requires intellectual vulnerability, a willingness to step beyond the familiar, engage with discomfort, and wrestle with uncertainty.

Real learning happens when students transcend the mundane, questioning complexities instead of avoiding them. Breakthroughs emerge not from certainty, but from tension between knowing and not yet knowing.

Tangible Practices:

• Adaptive Course Design: Courses evolve based on student feedback and interdisciplinary advances rather than remaining static.

• Failure as a Learning Tool: Mistakes are reframed as stepping stones toward deeper understanding, reinforcing resilience and problem-solving skills.

• Socratic Reflection Exercises: Students engage in structured reflective questioning, critically examining assumptions rather than accepting information at face value.

 

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Education should propel students forward, equipping them not just with knowledge but the ability to apply it meaningfully.

My philosophy reflects HAR’s commitment to curiosity, authenticity, and sustainable growth—fostering courses that serve as launchpads for intellectual discovery rather than static repositories of information.

Tangible Practices:

• Capstone Reflection Assignments: Students articulate how course content applies to their future academic, professional, or personal pursuits.

• Knowledge-to-Action Models: Learning outcomes emphasize practical application, ensuring students leave the course ready to contribute to meaningful conversations in their fields.

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These services will become available soon!