The World We Want
Self-design course for teachers 
Professional development self-design online course 10-50 hours, 1-5 credits through The Heritage Institute

Want to make a difference? Receive credit doing what you really care about
Teachers can receive WA State clock hours, Oregon PDUs, or continuing education quarter credits for their work related to:

School gardens
Environmental sustainability
Climate change education

Cultural exchange, overseas volunteer teaching   
Social justice
Racial/gender/economic/environmental justice
Student leadership training
Peace/diversity/human and animal rights 
Community service
Community equity
Yoga, meditation, inner well-being
Mindfulness, compassion in the classroom
Waldorf training
Non-violent communication
Universe Story, Big History
Sense of place, bioregional studies
Experiential field study, rights of passage
...and much more.

The World We Want Program: work at your own pace—complete within 6 months  

“It’s refreshing to receive acknowledgment  of the validity of the work that activist teachers do to create a better world for
our students. The World We Want was a terrific way for me to coordinate my work for sustainability and social justice
with my clock hour requirements.”
—Ken Rubin, World We Want course participant

Ann Amberg, M.C.S. currently instructs five online courses for K-12 teachers through The Heritage Institute.

Continuing Education Clock Hours, PDUs and Credits:
The Heritage Institute continuing education quarter credits are awarded by Antioch University Seattle at the 400 and 500 levels.
The Heritage Institute is a direct provider of WA State clock hours and OR State PDUs.  
Call 1-800-445-1305 or log onto policies page for more information.

Please contact Ann with course inquiries at

Universe Story

Professional development online course 30 hours, 3 credits
 through The Heritage Institute

From stardust to us: how can the emerging story of the Universe give a sense of meaning to our role as planetary citizens? Orienting ourselves in a whole context can engender a sense of wonder, belonging, and interconnectedness. The new scientific story of life’s emergence, in all its beauty and complexity, helps to ground us in purpose and a recognition of our magnificent 13.7 billion year heritage.

Inspired by teachers, writers and scientists including Thomas Berry, PhD., Brian Swimme, PhD., Elisabet Sahtouris, PhD., Janine Benyus, David Orr, Connie Barlow, Drew Dellinger, Jennifer Morgan and others, the Universe Story online course will help your K-12 students to think beyond the confines of our “consumer cosmology”, offering new perspectives that empower them to make conscious life choices. Learn how the story of the universe integrates the sciences with the humanities while encouraging student's natural desire to understand the world around them and their place in it. 

Utilizing video, experiential activities, poetry, internet and multimedia resources, you will explore cosmic storytelling and ancient wisdom, the birth of galaxies, Gaia theory, life processes such as photosynthesis, and life’s evolving story. Universe Story is an integrating theme combining holistic and creative learning relevant to social studies, health, science/ecology and art.
Work at your own pace—complete within 6 months   
Registration and Information

What teachers are saying:

"The Universe Story was by far the most inspiring course I've taken. Thank you so much for putting it together. The selected resources were exceptional and woven together beautifully." 
—Steven Murphy, Universe Story course participant

“I want to live fully awake and alive and honor the Universe. I am challenged to put action into my thoughts. My worldview as well as my teaching is being reshaped.” 
—Universe Story course participant

"I greatly enjoyed the curriculum as it forced me out of my comfort zone and pushed me to seek out additional web sites that will ultimately improve my teaching."     
—Going to the Movies Online student

"This class [World We Want] gave me validation in my belief that public education can and should be authentic, realistic, and intrinsically motivating. Furthermore, it should encourage the youth to become critical thinkers who don’t only know how to answer multiple-choice questions. I learned I can still teach social/environmental justice, inclusiveness and tolerance for one-self and others."  —Ian Niktan, The World We Want, January 2014

"Eventually, I want to make a difference in this world. It is the prayer that is my life. All of this takes me closer." 
—Detong Choyin, The World We Want, April 2014  (Nuclear and environmental issues activism using social media)