Marlboro College Graduate School

Register

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

If you have any questions or trouble filling out the form, please contact Matt Livingston, the Director of Graduate Admissions at (888) 258-5665 x209.

General Information

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 a registration is received.

The withdrawal deadline for individual courses is May 11, 2014. 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.

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.

Available Courses

Undergraduate IT Management Courses (BSMIS): (classes fully online; $445 per credit; $500 to audit)

Taught by: Carolyn Stevenson

This course presents an overview of effective public speaking skills, useful in practical situations such as moderating a meeting, presenting a new idea to senior management, and conducting training session in a group setting. Persuasive communication skills allow managers to achieve their goals more effectively. Prerequisite: COM300

Taught by: Jonathan Hildrey

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.

Taught by: Thomas Cranmer

Information Managers handle a variety of contracts in their daily responsibilities. This course provides an overview of the various kinds of contracts MIS professionals encounter, and allows students an opportunity to analyze their significance. Particular emphasis is placed on vendor/outsource contract management techniques.

Taught by: Peter Crowell

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.

Multi-Disciplinary Courses: ($572 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: ($745 per credit, $500 to audit)

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.

Taught by: Tristan Toleno

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 will use a case study approach to develop competence and comfort with systems thinking analysis and prepare students for Applied Systems Thinking.

Healthcare Administration Graduate Courses: ($635 per credit, $500 to audit)

Taught by: Jilisa Snyder

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.

Taught by: Craig Miskovich

The purpose of this course is to examine the background, foundation and ethical aspects of the United States legal system and the role of the legal and political environment as it affects the health care industry. Topics include: liability, negligence, taxation, antitrust, compliance and emergency care. This course will examine contemporary issues affecting the industry and local facilities.

EdTech Courses (MAT): ($685 per credit; EDU classes $572 per credit; $500 to audit)

Taught by: David Wells

The Common Core State Standards present an opportunity for greater technology integration in our schools. Participants in this course will collaborate to find pathways to digital age teaching and learning as they unpack the Common Core to discover the connections between these new standards and opportunities to redefine instruction. Using curricular models such as Understanding by Design and transformation models such as SAMR, participants will use digital tools and strategies to produce materials that integrate the Common Core standards into their teaching. This online course will provide a rich and engaging professional learning environment online combined with three synchronous video conferencing sessions to share ideas and develop a class rapport.

Taught by: T B A

This section of OLC will be customized to BUHSs specific needs to effectively integrate Google Apps for Education and Chromebooks starting in the Fall. Web-based Cloud collaboration has both empowered and disrupted organizations. It is changing the way we work and learn. This 100% online class will prepare you to successfully use online collaboration in the classroom/workplace, and provide the chance to practice learning and teaching with Google Apps for Education and Chromebooks. Readings will include Wikinomics: How Mass Collaboration Changes Everything, and Disrupting Class, How Disruptive Innovation Will Change the Way the World Learns. Students will design a final project that demonstrates using Google Apps for Education at an expert level. Students may also choose to prepare to take the Google Trainer Certification exams as a final project. Access to a well functioning laptop and DSL/Cable speed Internet connection are required.

Taught by: Sapna Prasad

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 product of their choosing. Online instruction will be supplemented by on site observations at Landmark College.

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.

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.

Taught by: Jane Wilde

This is a participatory exploration of the educational issues and opportunities in a variety of 2D and 3D virtual worlds whose audiences are children and adults. Students research the pedagogical uses of games and simulations while considering the social, cultural, instructional and technical implications. They will draw conclusions about the potential for using virtual worlds within teaching situations. The course will be taught completely online using a combination of a learning management system and the virtual world platform, Second Life. Once in Second Life, participants will learn to navigate within this particular virtual world by creating an avatar (digital representation of self), building and using educational tools, and meeting with other educators "in-world."

Nonprofit Courses (MDO): ($635 per credit; $500 to audit)

Taught by: Anne Lezak

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.

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.

Taught by: Mike Burns

This course will introduce students to the roles and responsibilities of a nonprofit board, with a focus on current best practices for effective governance.

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

MSM 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
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Required for domestic students.
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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.

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

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.

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