Register for a Course

Welcome to the registration page for our May to August 2015 courses in Marlboro College's Continuing Education Program (CEP). 

  • Registration: March 20 - May 8.
  • Course begin: May 8. Some course may "soft start" on this date online in Moodle, and begin later in-person. See course descriptions below for details.
  • Class meetings: Courses meet weekly, monthly or online.  Details here.
  • Drop/add deadline: May 17.  Our refund policy applies to withdrawals after this date.
  • Trimester ends: August 15.
  • Tuition ranges between $445 and $745 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 questionscontact Matt Livingston, director of admissions 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.

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

This course focuses on the protocols and components of the Internet centered on the World Wide Web. The basic workings of web servers, browsers, HTTP, email, and DNS are discussed.

Students will learn to analyze and evaluate an organization's financial strength, capacity, and value relative to its competitors through financial statement analysis. The class will then examine sources and uses of capital including the advantage and risks of leverage or equity investment. Students will learn techniques to compare and evaluate and compare competing capital investment opportunities and to project future capital needs. Finally, the class will examine the behavior of U.S. capital markets with a focus on evaluating investments in publicly traded debt, equity, and currency. Students will use Sharpe's capital asset pricing model to analyze the value of an equity investment and its anticipated risk-adjusted return and security valuation.

This course provides an opportunity for students to integrate lessons from the disciplines of the program in an experience of organizational strategy and planning. The curriculum draw on an understanding of business, marketing, communication and persuasion, project management and technology as students examine the planning process through readings and a series of experiential projects. Exercises require students to develop a mission statement for an organization and communicate their vision to classmates and peers. The class will consider the traditional planning process of visioning, market analysis, capacity assessment, data gathering, dialogue, synthesis, and assessment. For a final project, students will author a persuasive strategic plan document that includes mission, vision, values, long-term objectives with supporting tactical plans, and a system for measuring success and periodic reassessment.


This section of OLC will be customized to Brattleboro Union High Schools specific needs to effectively integrate Google Apps for Education and the use of Chromebooks into the classroom. With the understanding that we are all at different levels of knowledge and experience in using Google Apps for Education and a Chromebook, each student in this course will have the opportunity to explore different avenues of learning in the Google world. Although not necessary to complete the course, using a Chromebook for this class is recommended and Chromebooks will be available to borrow from BUHS for the summer. This class will prepare you to successfully use online collaboration, explore Google Apps for Education, with all they have to offer in the classroom, and provide the chance to practice learning and teaching with with these new tools. The final project will be a lesson plan for the Fall that uses Google Apps for Education or students may elect to take the Google Certification Exam. Students will experience collaborative reading, collaborative notetaking, collaborative presentations, collaborative website building, 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 use Google Classroom as a learning management system. Students will design a final project that demonstrates using Google Apps for Education at an expert level. Access to a Google Chromebook is recommended but not required.

Learn how to effectively integrate the Google Apps for Education (GAfE) platform into your existing curriculum. Students will immerse themselves in the use of GAfE resources (Documents, Slides, Sheets, GMail, Calendar, Forms, Classroom) to help meet Common Core standards (Massachusetts Frameworks for ELA and Math, 2011) and address the requirements of the Massachusetts Educator Evaluation System. When used effectively, cloud-based collaborative tools can improve assessment, engagement, group work, and documentation. Students will complete a blend of hands-on training, readings on approaches to instructional design, and curriculum development, as they create Google-based activities for use in their classrooms.

This blended course will focus on developing expertise using Google Apps for Education to transform your classroom with dynamic tools to engage students in hands-on learning. The course runs from July 1 to October 23, 2015 (with the exception of our Orientation Day in June). Students will meet in-person two times during the summer; 8:00 a.m. - 3:30 p.m. for Orientation on Monday, June 22 and a second full day on Monday, August 17. We ll slow the pace for a couple of weeks while the new school year starts up. Students will be ready to implement their class project by late September/early October. Online coursework throughout the summer includes deep practice using several interactive features of GAfE to communicate and collaborate. Independent readings will be assigned and discussed online. At the end of July students will select a classroom project to implement using Google Apps. Using a project planning template (website) they will plan, design, and develop projects as part of the August coursework. In the fall final projects will implemented in the classroom. Students will demonstrate skills learned in the course and use their project planning website for in-person presentations in October (TBD). Texts for the course: Wikinomics: How Mass Collaboration Changes Everything by Dan Tapscott and Anthony D. Williams, and A New Culture of Learning: Cultivating the Imagination for a World of Change by Douglas Thomas and John Seely Brown.

The course will provide an overview of Assistive Technologies (AT) and innovative practices as guided by Universal Design (UD). Students will gain an understanding of the ways AT and the UD principles are shaping our understanding of traditional classroom instruction, assessment, accommodations and student support, both at the secondary and postsecondary levels. Course discussions will focus on the applications of universal design and traditional assistive technology software (e.g.; Kurzweil, Inspiration, and Dragon-Naturally Speaking). Students will design and develop a UD instructional project (lesson plan, technology implementation plan, or instructional unit) of their choosing. Online instruction will be supplemented by on site observations at Landmark College. Observations will be scheduled with the instructor and student based on student interest and availability and opportunities at Landmark. Minimum expectations are one ½ day campus visit, that includes a tour, lunch and a class or lab observation.

In this course participants will explore a number of virtual worlds. We will examine the different worlds and what it took to create them. We will then go into two virtual worlds and learn to create different types of learning environments. The two worlds we will explore are Second Life and Jokaydia Grid. We will learn how to use virtual tools to design and create a variety of different structures. We will also explore how to animate the objects we create. Creating special features like opening doors, creating smoke, rotational tools will be explored.

EdTech Courses - MAT: ($705 per credit; $500 to audit)
  • Credits: 3
  • Meets: Sunday 8:30 am to 11:30 am ; Sunday 1:00 pm to 4:00 pm
  • Taught by: Julie Ann DeCesare

Educators need to develop effective Internet search strategies, academic writing skills, sound criteria for evaluating and analyzing Web sites and online publications, and experience in integrating Web-based research into classroom research methods. This course trains educators to efficiently and effectively search, evaluate and document digital educational resources. Students are guided through an investigation of multimodal, educational materials available online via the open web and library subscription resources. A series of small research projects, on the topic of the student's choice, will be used to build a body of research that culminates in a final paper and bibliography, which follows the submission guidelines of an appropriate academic journal.

  • Credits: 3
  • Meets: Saturday 8:30 am to 11:30 am ; Saturday 1:00 pm to 4:00 pm
  • Taught by: Karen Case

This course prepares participants to lead change within an organization. The course brings students through a systematic approach to enterprise-wide change around technology initiatives. Students create strategies for change management within various organizational models as they plan, document, and implement a change management strategy for an organization of their choice.

This fully online course will teach students how to begin to effectively use online games and simulations for teaching. Students will explore 3D worlds and become comfortable with their usage as educational tools. Using a learning management tool (Moodle) as our base for this course, students will explore Second Life and Jokaydia, but will also delve into game simulations like World of Warcraft and MinecraftEdu (a problem-solving creative sandbox world) for their educational values. Participants will create avatars, connect with online educational communities, and develop strategies for using 3D worlds in their teaching.

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

This course explores the rationale and methods for setting and assessing measurable outcomes in mission-driven environments. Students will examine the benefits and challenges of establishing program, organizational, and community level outcomes and using metrics to determine "what is better as a result of our efforts?" They will come away with the tools and strategies to set, assess, and use the results of measurable outcomes. The course will use a three-pronged approach: didactic learning about the purpose and techniques of outcome measurement; applied learning, with student teams each working with an organization to develop outcomes and assessment strategies; and sharing and analyzing the experience, deepening students' ability to translate learning to practice.

  • Credits: 3
  • Meets: Saturday 8:00 am to 11:00 am ; Sunday 9:15 am to 12:30 pm
  • Taught by: Julie McNeal

The course will familiarize students with the nonprofit accounting cycle and equip them with knowledge of the processes, and tools necessary for nonprofit directors to manage to mission. Topics will include: financial reporting, budgeting, grant reporting, ratios and analysis, ethics, internal controls, financial policies, the federal Form 990, and financial reporting to boards.

In this seminar, we will look at history of nonprofits in America, and explore the current status and future of mission-driven organizations. We will explore the profound and critical role of mission-driven organizations in our nation. Specifically, you should also leave the class with: a general understanding of the role of the not-for-profit sector in America, and an appreciation for the variety and depth of the sector today; an appreciation for the types of leadership and management skills that are necessary to run a mission-driven organization today; an appetite to learn more.

Whether you are tasked with facilitating in service of a coalition meeting, team meeting, working group, committee, or cultivating a community, how authentically you step into that role will greatly impact the success of the group. In this course we will become a community of practice that will explore ideas and engage in activities designed to cultivate the awareness, presence, and skills for facilitating vibrant environments that unleash groups' collective intelligence and creativity.

Professional Development Certificate in Nonprofit Management ($1400; Practicum $505)
  • Credits: 3
  • Taught by: Kate Jellema
  • 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)
  • Credits: 3
  • Meets: Saturday 1:00 pm to 4:15 pm ; Friday 8:00 am to 11:00 am
  • Taught by: Bill Baue

The integration of sustainability into business expands the scope of communications beyond the traditional focus of shareholder primacy to encompass all relevant stakeholders. This course teaches students to communicate clearly, receive information discerningly, persuade convincingly, negotiate diplomatically, and report on sustainability in the context of ecological, social, and economic limits and thresholds. Foundational concepts and toolsets include: Stakeholder Theory as articulated by Freeman; Stakeholder Engagement based on AccountAbility 1000 Stakeholder Engagement Standard; Ury & Fishers notion of Principled Negotiation; Lakoffs concept of Cognitive Framing; and Sustainability Reporting guided by the Global Reporting Initiative Sustainability Reporting Framework.

  • Credits: 1
  • Meets: Friday 1:00 pm to 3:15 pm
  • Taught by: Cary Gaunt

ES I: The Roots of Sustainability Leadership and Practice is the first of four sustainability short courses that are intended to illuminate the Sustainability Continuum in theory and practice (Read more about the Sustainability Continuum at: ES I focuses on the essential roots of sustainability leadership and practice, especially approaches derived from the Kinship Stage, including concepts of nature-based leadership; integration of a cosmological context; the importance of community, diversity, and intergenerational responsibility; and rediscovering a sense of place in business practice. The class weaves together multidisciplinary readings with experiential and reflective practices to explore worldviews and business practices symbolic of the Kinship, Conquest, and Mitigation Stages of the Continuum. Critical to this class is the exploration of the roots of sustainability and un-sustainability in the context of ones personal sustainability identity and how this identity is shaped by and integrated with the broader cultural narrative. This critical background encourages new perspectives in sustainability leadership and supports the transformation to new visionary approaches to business sustainability. The remaining Exploring Sustainability classes illuminate the remaining Stages of the Sustainability Continuum in the following ways: - ES II, Transitioning to True Sustainability: Conscious Consumerism and the New EconomyExplores the evolution of businesses from the Mitigation to the Sustainability Stages. - ES III, Cultivating Ecological Consciousness: Leadership Qualities and Practices for Sustainable and Flourishing BusinessesIdentifies the leadership qualities and practices necessary to make the transition from the Sustainability to the Flourishing Stages. - ES IV, Hopeful Visions and On-the-Ground Innovations for a Flourishing WorldFocuses on understanding, defining and creating a business emblematic of the Flourishing Stage.

This course introduces the concepts and tools of systems thinking. Creating sustainability within organizations, businesses and the world requires paradigmatic shifts, and insights into how to effectively create change. Systems thinkers have shown that the effective levers of change are often counter-intuitive, or only become obvious when the mental model which structures them is revealed. This course uses diverse readings and models to develop competence and comfort with systems thinking analysis and prepare students for Applied Systems Thinking.

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

This course explores and analyzes the interrelationships among stakeholders in the healthcare industry. The moral implications of the healthcare organization and its decisions are explored with respect to their social effects, and the tension that exists between achieving desirable outcomes and attending to the means by which they are achieved. Topics include: theories of morality; analysis of ethical decision-making; interaction and conflicts among personal, professional, and organizational values; the effect of cultural diversity on individual and group values; current issues; and the impact of ethical considerations on healthcare organizations. Individual and collective choice, and how they figure in the management of competitive environments and the organization's position on contemporary moral issues will be explored.

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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.