Register for a Course

Continuing Education Program (CEP) students may take up to a maximum of 9 credits without matriculating as a degree student. In many cases, these credits may be accepted towards a final graduate or undergraduate degree. Students will earn graduate credit for graduate classes and undergraduate credits for undergraduate classes.

Tuition for Continuing Education courses range between $445 and $745 per credit, based on the course requested. Most courses are 3 credits. All courses may be audited for no credit. Audit fees are $500 per class regardless of the number of credits. An enrollment deposit of $250 is applied to the entire payment. The student is not considered enrolled (i.e. a seat will not be reserved) until an application is received.

The withdrawal deadline for individual courses is January 18, 2015. If a student withdraws from a class from after this date, our refund policy will apply. Our full refund policy can be found in our Student Handbook.

Full program descriptions are available in the Academics section.


All Marlboro College School of Graduate and Professional Studies programs are accredited by the New England Association of Schools and Colleges, Inc. (NEASC), which accredits schools and colleges in the six New England states.

Register for a Course

The following form should be used to register for Continuing Education Program (CEP) Courses, part of Marlboro College School of Graduate and Professional Studies.

If you have any questions or trouble filling out the form, please contact our Admissions Office, at (888) 258-5665 x209, or

Undergraduate IT Management Courses (BSMIS): (classes fully online; $460 per credit; $500 to audit)

Taught by: Thomas Cranmer

Local area, wide area, and inter-networking concepts; an introduction to TCP/IP. Students will learn concepts, terminology, and platform basics.

Taught by: T B A

Today, a "basic website" for even a small organization can include sophisticated interactivity; more and more, companies are putting some (if not all) of their business processes online. What is the basic architecture of these "web applications?" What technologies are available and what are their capabilities? The structure, design, and implementation of basic web applications is discussed in this course, defining and synthesizing the roles of browser, web server, database, and middleware. Prerequisites: CIS330

Taught by: T B A

This course examines the distinction between the science of management and the art of leadership. Leadership involves the ability to unite people around a shared vision, and facilitate the discovery of true internal motivation to think creatively and take considered risks in the quest for superior value and distinction. Students will read the current literature on leadership, review case studies of recognized business leaders, and examine their own experiences of leadership in their professional and personal lives.

Taught by: Denise Mason

Marketing Management is the practice of planning and implementing the development, pricing, promotion, and distribution of goods and service to facilitate marketplace exchanges in support of organizational objectives. This course examines the marketing process from the strategic perspective of organizational management, with emphasis on the three-step process of analyzing the market, developing marketing strategies, and planning marketing programs. Emphasis will be placed on the integration of current trends in marketing, driven by Internet technologies and the globalization of commerce, into the traditional marketing framework.

Multi-Disciplinary Courses: ($591 per credit for EDU classes)

Taught by: Erin Narey

Writing effectively is essential in every profession. This course focuses on ways to analyze the structure of professional texts and gain practice in discipline-specific professional writing. Students will select a type of writing using a real-world writing task that incorporates all phases of the writing process.

Sustainable Business Graduate Courses: ($765 per credit, $500 to audit)

Taught by: Mark McElroy

As an introductory business management course, this looks at both the business case for sustainability and the sustainability case for business. Overview of key concepts, historical perspectives, and state-of-the-art tools and practices within CSR, environmental management, social enterprise, and the broader debates about the relationship between private firms, modern industry, and ecological and social sustainability.

Taught by: Patricia Daniel

People and Teams addresses theory and practice of how individuals and groups act and interact in an organizational context with a focus on distributed and virtual teams. The course draws from research and theories in Organizational Behavior and Positive Psychology to shed light on such human dynamics as motivation, perception, decision-making, and conflict management. It addresses questions such as the following: What makes teams and organizations effective and sustainable? What are the challenges to effective teams and organizations? How can you understand your personal predilections as a team member and organizational player?

Taught by: Betsy Schmidt

This course examines the structures that social and environmental enterprises currently use to accomplish their missions --nonprofit organizations, traditional for-profits, L3Cs, B Corporations, cooperatives and other business forms that place "Planet" and "People" ahead of or on an equal footing with "Profit." The course contemplates the advantages and disadvantages of using these forms to accomplish these missions, how they should be adopted or modified, and whether society should devise other structures to further these missions. In a full-day workshop, students will be introduced to a taxonomy of social enterprises and will hear from a panel of individuals who have been involved in the launch of a range of innovative business models. They will then undertake a group project in which they explore financing options for an alternative business model. In a final session, students will present their projects and reflect on their learnings.

Healthcare Administration Graduate Courses: ($655 per credit, $500 to audit)

Taught by: Peter Johnson

This course introduces fundamental marketing principles with applications specific to the healthcare and service sectors. Students will develop a foundational knowledge of the marketing concept, marketing strategic planning, buyer behavior, market segmentation, marketing mix management, and control and assessment of marketing planning.

Taught by: Peter Malloy

Information technologies continually change organizational operations. This course is designed to prepare students to meaningfully participate in dialogues and decisions that involve, or could profit from, use of information technologies. The issues and opportunities facing managers today in the health care industry will be explored from both the information technology and health care managers' perspectives. Casework focuses on the health care leader's effective management of information technology, whether its purpose is for clinical application, finance, human resource, facilities, operations management, or strategic planning. Frameworks and methodologies to determine organizational needs, evaluate and select information technologies, plan for systems changes, and implement information technology in the health care setting will be investigated.

EdTech Courses (MAT): ($705 per credit; EDU classes $591 per credit; $500 to audit)

Taught by: Bryan Patten

This is an online, hands on, experiential workshop. This course is appropriate as both an introduction and advanced course. Each student collaborates with the instructor to design and complete a set of projects that result in learning to both be a Maker, and to use Making in the classroom. Course activities include online discussion, documentation (photo/video) of work, reflection, and building a personal learning network of Makers. Students will visit at least one Maker lab in their region and make contact with makers locally, or learn to use vetted online services that enable access to tools like 3D printers. In addition, the instructor can lead visits to Makerspaces in the White River Junction area. The basic subjects covered are: Arduino-like Microcontrollers (robotics, e-textiles, and toy hacking), rapid prototyping (3d printers, laser cutters, CNC), and basic programming and software in makerspaces. Readings and course materials focus on the fusion of Science, Technology, Engineering, Art and Math (STEAM) in education. Course materials are approximately $200 for supplies and tools, depending on the type of project students design with the instructor.

Taught by: Lucie deLaBruere

Web-based "Cloud" collaboration has changed the way we work and learn. This fully online class will prepare you to successfully use online collaboration in the classroom/workplace using Google Apps for Education as a platform. Students will experience collaborative reading, collaborative notetaking, collaborative assignments designed to leverage the collaborative power of Google Apps for Education and other Google tools. Students will use online collaborative tools (such as Diigo) that support collaborative curation of resources and knowledge creation. Students will design a final project that demonstrates using Google Apps for Education at an expert level. The project will focus on changing the culture of teaching and learning in an organization. Projects may range from become a Google Certified Educator, a Google Certified Administrator, setting up your own Google domain for a school, non-profit, or a business. Some project ideas may require extra fees such as testing fees or domain registration fees) Access to a well functioning laptop and DSL/Cable speed Internet connection are required.

Taught by: Rick Oller

This course puts into practice the theories learned in Educational Technology. Students will continue to study the different approaches of established instructional systems design models, and the integration of technology into teaching. They will apply one of those models to create a fully functioning instructional unit that successfully resolves a real-world instructional problem. The unit will be usability tested and evaluated to see if learning outcomes were met. Students will then learn how to integrate the unit into an instructional setting, addressing issues such as accessibility, change management and training. This prepares students, both professionally and for their eventual Capstone Project, to implement the analysis, creation and evaluation of a given learning solution that appropriately and effectively integrates technology with teaching. Students will write a final report and present their project and findings. Prereqs: Educational Technology and Web Design I or permission of the instructor

Taught by: Lindsey Rothschild

How do we facilitate online learning so that students are optimally engaged and learning objectives are being met? Participants will integrate their knowledge of learning theory and instructional design to explore best practices for providing content to students online, engaging them in a vibrant learner-centered community and effectively evaluating their learning. Participants will discuss issues specific to courses that are online-enhanced, blended and fully online. Accessibility and learner support will be emphasized. Participants will utilize Moodle to create a learning module that integrates pedagogy with appropriate technologies to engage students in meeting learning objectives. Facilitating Online Learning (FOL) will itself be facilitated as a workshop where participants will take an active role in teaching each other and introducing topics of interest to the class.

Nonprofit Courses (MDO): ($655 per credit; $500 to audit)

Taught by: Christine Graham

This course assumes a basic level of understanding of fundraising methods and history, and covers the mechanics of various fundraising techniques as well as the psychological and philosophical underpinnings of the field. It assumes that giving, as well as encouraging others to give, will be an ongoing basis for sustaining work in the nonprofit sector, but will explore the implications of impending political, technological, generational and taxation change. There will be practical instruction and discussion on direct mail, grassroots, major donor, social media, event, and planned gift fundraising, with serious investigation of the human factors that make these successful. There will also be a current events' component of the course, tracking and studying potential change in the motivations for giving, as diverse as the generational transfer of wealth and proposed charitable deduction revisions. Students will be encouraged to follow a specific nonprofit and its fundraising program through the course, either of their own employment or their own charitable interests.

Taught by: Karen White

This course prepares participants to lead change in an organizational setting. Topics of study include: analyzing conditions that foster both acceptance and resistance to change; understanding the individual roles that participate in change; specific leadership strategies for managing and reinforcing change; and developing actionable change management plans, including development plans required to reinforce the change. Participants will develop a change management plan for use in an organizational setting of their choice.

Taught by: Meg Mott

Vermont is getting national attention for its commitment to ending opiate addiction in the state. Instead of relying purely on law enforcement to curb drug abuse, the Shumlin administration is promoting a model that includes treatment, prevention, and recovery. This class draws on political theory to analyze the discourse currently used by government actors and community activists to address the issue of addiction. We'll consider what sort of politics is being invoked by these various strategies and how public and private funding fits into the mix. Students will develop skills in argument, community research, and analyzing public debate for its political assumptions.

Taught by: Kate Jellema

In this class, students will examine several current public policy issues in the state of Vermont. These issues will serve as case studies to help students appreciate the complexity of public policy conundrums and learn how and why policy is made and how policy changes can be brought about. They will learn from VLI sessions Four, Five and Six, as well as extensive readings, panel discussions with experts in the field, conversations with key stakeholders, simulations, field trips to implicated locations, and meetings with policy-makers. Systems Thinking and Appreciative Inquiry will provide a theoretical framework for these sessions. At the conclusion of these sessions, students will write a 5 to 7 page paper about one of the controversial policy issues examined in class. In the paper they will outline the major positions on the issue, seeking to portray each position with fairness and empathy. They will then identify points of agreement and discuss the potential for discovering common ground.

Taught by: Kate Jellema

In this class, students will learn tools and principles of community engagement, including a unit on leadership in a connected age. In Session Eight they will synthesize their learning, and explore ways to integrate their VLI education in their ongoing professional and community work. Students will conclude the course with a 5-page personal essay synthesizing their learning from the entire VLI experience and charting the steps they will take to integrate these insights with their work going forward.

Professional Development Certificate in Nonprofit Management ($1400; Practicum $505)

Taught by: Kate Jellema

MDO students will expand on learning from the Certificate in Nonprofit Management by enrolling in a required 3-credit online class called the Nonprofit Management Practicum. Students may enroll in the practicum concurrently with the Certificate or at any time after completing the Certificate. While enrolled in the practicum, students will create a portfolio which synthesizes learning from three of the Certificate modules. The instructor will work one-on-one with each student regarding their portfolio design. The portfolio will have three components: * Brief annotated resource list, describing 3 useful resources for your topic (could be books, articles or websites) * Written analysis which synthesizes learning from the face-to-face Certificate workshop and your additional resources, and considers that learning in the context of a real-world situation (for example, your own nonprofit organization). The conclusion of this paper will be an action plan describing how you will apply this learning to a real-world problem. * A project in which the student applies the learning to a real-world problem. Each student's project will be unique and will arise out of a particular real-world situation. Examples might include: a new model for meeting facilitation, a board orientation handbook, a fundraising Youtube video or a 3-year marketing strategy.

Academic Information
Terms: Winter is January to April, Spring is May to August, Fall is September to December.
Personal Information
International Student Information
Home Address
Payment Information

The tuition cost for regular CEP courses is listed next to the course information above. The withdrawal deadline for individual courses is 11:59 pm on the 10th day of each trimester. If a course is withdrawn from after this date, our refund policy will apply. Our full refund policy can be found in our Student Handbook.

If you would like to pay now, please make a check or money order payable to Marlboro College and send it to:

Marlboro College
Lockbox #1366
Williston, VT 05495

Alternately, bills will be posted to your online account after the 10th day of the start of the trimester. You will be notified when the online bill is uploaded. Bills are due within 30 days of being posted.

Acknowledgment of Financial Responsibility

I hereby assume full responsibility for payment of my account with Marlboro College. I understand that my payment is late if it is not made within 30 days after it becomes due as indicated on the account statement, and at that time my account is considered outstanding. I also understand that in the event my payment is late, I am responsible for any and all reasonable collection costs incurred to collect said payment, including any interest, late charge, fee, or other expense incidental to the principal obligation, including but not limited to attorney's fees and third-party collection services. I further understand that Marlboro College shall charge interest on any outstanding account balance at the rate of 12%.

Acknowledgment of Receipt of the Student Handbook

I have read and reviewed the text of the Student Handbook and I agree to abide by the policies outlined therein. In particular, I understand my rights under the Federal Education Right to Privacy Act, and I understand that I may ask Marlboro College to modify my directory information preferences. Furthermore, I have read and understand the Marlboro College Tuition Refund Policy as written in the Student Handbook.