Register for a Course

Welcome to the registration page for our Winter 2016 courses in Marlboro College's Continuing Education Program (CEP). 

  • Registration: November 20 - January 8.
  • Course begin: January 8. 
  • Class meetings: Courses meet weekly, monthly or online.  Details here.
  • Drop/add deadline: January 17.  Our refund policy applies to withdrawals after this date.
  • Trimester ends: April 16.
  • Tuition ranges between $480 and $765 per credit. For specific tuition, click on the orange "Select" drop down menus below
  • Location: Online, blended, and in-person, see course descriptions for details.

If you have any questions, contact our graduate admissions office at: (888) 258-5665 x209, or

Will teaching

More information about our programs is also available in the Academics section of this website. 

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.

Most 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.

Accreditation: All Marlboro College 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.

Project Management Graduate Courses: ($710 per credit, $500 to audit)

Advanced Project Management provides project management students the opportunity to expand their knowledge of the project planning, in preparation for attaining certification from the Project Management Institute. Topics to be explored include agile project management, ethics and professionalism, and the conflicts project managers might face within organizations when needing to make decisions. Introduction to Project Management, or an equivalent, is recommended; a basic understanding of project management terminology is required.

Undergraduate IT Management Courses (BSMIS): (classes fully online; $480 per credit; $500 to audit)
  • Credits: 3

Effective writing skills are among the most valuable to managers, particularly information systems managers, whose communications must be clear and concise. This course provides students with advanced business writing skills in memo, letter, report, analysis, and technical writing formats.


Information and media literacy is an integral technology standard component that educators will be expected to address in the immediate future. We will collaborate to unpack the ISTE National Educational Technology Standards for both students and teachers to make connections to curriculum and find ways to lead learners towards meaningful engagement in a digital media culture. Using the models and strategies learned in the course, students will create lesson plans and projects that integrate the technology standards and build information and media literacy skills to implement in their current or future instruction. Meets: Blended. Face to face class meetings on January 25th, February 22nd, March 14th, and April 11th Time: 3:30-6:00 Location: Monument School, Bennington, VT. Course starts in Moodle Friday, January 8th (Jan 17th drop/add ends) - April 16th.

  • Credits: 3
  • Meets: Monday 4:00 pm to 6:30 pm
  • Taught by: Will Bohmann

Do you need to measure what your students know? This course will focus on formative and summative assessment strategies, empowered by accessible best-of-class technologies and best practice techniques. Study will focus on learning how to design and implement engaging, authentic, and easily measurable evaluation tools. Class content and lessons will be guided by Graduation Proficiencies: English Language Arts & Literacy and Transferable Skills. This course will co-taught with Karen Bohmann, M.Ed, a Language Art teacher and Will Bohmann Technology Integration Specialist. Meets at Essex High School / CTE. Mondays, 4:00 - 6:30pm, on 2/8, 2/15, 3/7, 3/14, 3/21, 3/28, 4/4, 4/11.

Feel like you're being asked to "do more, faster?" Many teachers are buried in work these days, as are their students. There's always something new being asked of you. In this course you'll learn strategies to retrofit your workflow to free up time and also promote higher level learning with students. Bring your own unique situation to this course! Need training on PLPs, an LMS?, or need to build a class / teacher website? Stuggling to build effective assessments? Rubrics and outcomes? How about proficiency based workflow and grading? Learn workflow management skills relevant to you and tips to build higher level interactive learning for students through inquiry and project based education. Course texts include: Authentic Learning in the Digital Age by Larissa Pahmolov, Making Learning Whole by David Perkins, Building School 2.0 by Chris Lehmann and Zac Chase, and many readings and resources from the web. The final project is to retrofit one of your courses with new learning, teaching, and workflow management strategies.

The course is for elementary to high school educators with little to no experience programming, who want to learn enough about code to use it in their teaching. The information age, and activities such as Hour of Code, have revealed the importance of understanding basic programming in today's world. Students and educators are excited about learning to code and coding is finding its way into students' Personal Learning Plans. This course will give you the confidence to understand student's personal learning projects that may involve creating with code. It will also provide you with ideas for integrating basic coding into a variety of curriculum areas. Whether you decide to build a separate coding class, or integrate coding into your content area, this course will get you started using both graphical and text based coding platforms. We will combine graphical coding platforms (like Scratch/Blockly/SNAP) and Arduino's text based environment to 1: Create digital stories and games with code 2: Control physical objects with code. and 3: Examine ways to integrate coding and computational thinking into your learning environment. Participants will need access to an Arduino based microprocessor and one physical object that can be controlled by coding. These made be purchased, or borrowed via an optional $50 lab fee.

EdTech Courses - MAT: ($735 per credit; $500 to audit)
  • Credits: 3
  • Meets: Sunday 9:00 am to 12:15 pm ; Sunday 1:00 pm to 4:15 pm
  • 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.

  • Credits: 3
  • Meets: Saturday 9:00 am to 12:15 pm ; Saturday 1:00 pm to 4:15 pm
  • Taught by: Lindsey Rothschild

What kind of teaching activities work better online? What's better in-person? In this course students install, configure, manage and support an established learning management system (LMS). Students will research and study the pedagogical premise upon which LMSes are based, and how they are used in K-12, higher eduction and corporate training organizations. They will then create a course using an LMS to integrate a pedagogy with an instructor's and students' needs. Students will also become familiar with some of the many integrative applications supported by Moodle (the LMS used by MCGS).

Business Graduate Courses: ($680 per credit, $500 to audit)

If we are to address the complex issues of our times - from climate change on a global scale to food security in a single community - we will need to cultivate new leadership skills in ourselves and others. In this introductory seminar, students will explore four integrated practices that contribute to a systems leadership approach, including basic systems mapping, collective impact, critical reflection, and appreciative inquiry. Through readings and nature-based exploration, we will also explore key frameworks to enable a flourishing ecosystem, including the triple-bottom-line model, the sustainability continuum and Joanna Macys Great Turning.

Nonprofit Courses (MDO): ($710 per credit; $500 to audit)

This course assumes a basic level of understanding of fundraising methods and history, and covers the mechanics of various fundraising sources and techniques as well as the psychological and philosophical underpinnings of both fundraising and philanthropy. It assumes that giving, as well as encouraging others to give, will be an ongoing basis for sustaining the nonprofit sector, but will explore the implications of impending political, technological, generational and taxation changes. There will be practical instruction and discussion on foundation, corporate, major donor, direct mail, grassroots, social media, event, and planned gift fundraising, with serious investigation of the human factors that make these successful.

In this course, we will look at community as a living organism that is fluid, changing, adaptable, and abundant. At the same time, this course seeks to acknowledge our interconnected relationship to all living beings. Our work will investigate and explore how human systems and other living systems interact and inform one another. This course is an outdoor immersion to explore the multiple meanings of wild: our inner and outer relationship to transitions and uncertainty. In addition, we will learn concrete skills on how to effectively and positively work within human communities/systems. This course aims to further develop our awareness and appreciation for each other and the environments we live and work in both human and non-human made. It is our intention to also deepen our ability to listen, adapt, build consensus, and co-create solutions. - Undergraduate Campus Trip-Prep Meeting (week before Spring Break, TBA) - Graduate Campus Trip-Prep Meeting (either Sunday of the March Residency or the Monday after) Course Trip Dates: - Wednesday, March 23rd 10am Arrival for Team-Building, Gear Check-out and Departure (lunch will be provided) - Sunday, March 27th, Arrival back to campus for closing. (Closing activities first at Graduate School Campus, then back up to Undergrad. Campus in time for first meal served)

This course combines sociological theories about race, racism, and social movements with case studies of racial justice organizing efforts to explore contemporary issues surrounding racial oppression. Although racism is the main focus of the course, we will incorporate an intersectional approach that accounts for interlocking systems such as sexism, classism, ableism, and so on. We will explore shifting forms of racial oppression in the US, including the rise of colorblind racism, the "Latino Threat Narrative," the new Jim Crow, and post 9/11 Islamaphobia. In addition, we will both learn about and, if appropriate, participate in local organizing efforts such as Lost River Racial Justice, Vermont Workers Center, and Migrant Justice/Justicia Migrante. Through classroom dialogue and written assignments, students will engage in reflection about their positions in the matrix of racial oppression and devise strategies to "stand up" for racial justice in the form of campus and/or community projects. NOTE: This course is a combined offering with the Marlboro College undergraduate campus. The course will meet bi-weekly at the undergraduate campus on Thursdays 5:45-7:00pm (1/28, 2/11, 2/25, 3/10, 3/31, 4/14, 4/21) as well as three Sunday afternoons at the Brattleboro graduate campus: 1/17, 2/21, and 3/20, time TBD. Students will have the option of participating in the bi-weekly Thursday sessions via Google Hangouts.

Professional Development Certificate in Nonprofit Management ($1500; Practicum +$630)
  • Credits: 3
  • Taught by: Travis Hellstrom
  • Prerequisite: NPM600 Certificate in Nonprofit Management

In this guided independent study, students will demonstrate comprehension of concepts learned in the Certificate in Nonprofit Management by applying them in a real-world context. Students may enroll in the practicum in any trimester after completing the Certificate, within a two-year window. This class will be graded on a Pass/Fail basis.

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

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"?

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: ($710 per credit, $500 to audit)
  • Credits: 3
  • Taught by: T B A

This course prepares participants to lead change in an organizational setting. Topics of study include: contrasting climates and cultures in various organizational types; analyzing conditions that foster both acceptance and resistance to change; viewing change management through structural, personnel, political, and symbolic frames; assessing the needs and providing the means for professional development to accompany change; and specific leadership strategies for managing change. Participants will develop a change management plan for use in an organizational setting of their choice.

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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.