Blended and Online Learning in Schools Graduate Certificate
Teachers are increasingly being tasked with teaching courses that blend online and in-person instruction as well as fully online courses. The graduate certificate in Blended and Online Learning in Schools (BOLS) is designed to support teachers within their current contexts. We provide a foundational understanding of the online and blended teaching and learning models as well as a focus on tools and technologies that enable online and blended teaching and learning to happen.
By offering the certificate program fully online, students also experience effective online instruction firsthand as learners. The program models a variety of online practices and instructional designs that promote excellence. For instance, online learners can feel isolated and anonymous in an online learning environment, so students in the program receive a high level of communication and feedback from their instructors, and most of the courses incorporate student-to-student communication and collaboration.
Importantly, all of the BOLS graduate certificate courses can be applied to the Master’s concentration in Learning Technologies in Schools.
What Are Online and Blended Learning?
• Online learning means courses where the teaching and learning occurs primarily online.
• Blended courses combine in-person and online learning in ways that provide students with more control over the details of their learning (time, place, path, and pace) than fully in-person formats.
What Are Some Possible Careers?
Most BOLS students are P-12 teachers preparing for blended and/or online courses.
What Are Former BOLS Students Saying?
“What makes the Blended and Online Learning in Schools Program so unique is the fact that you’re learning how to be an effective teacher in an online community while being a student in an online community. Each professor I had throughout the program was a master in both instructional design and fostering relationships between students. I not only learned from the course content, but by watching how my professors administered feedback, designed assignments, and supported students. Additionally, the program is designed for you to apply the skills you’re learning by developing instructional units for your own, individual classroom each semester.”
—Kristin Cady, third-grade teacher
“When I learned about the BOLS program I knew it was just what I was looking for and was eager to apply. The program taught me how to balance technology in my classroom in a way that has allowed me to capture the best of my students through both face-to-face and online learning. The BOLS program has transformed the way I teach. Everything we learned was practical and was able to be applied directly to my classroom. It has reenergized my love for teaching.”
—Christine McLaughlin, fourth-grade teacher
What Are Example Materials Used in the Program?
• K–12 Blended Teaching: A Guide to Personalized Learning and Online Integration, a free online book: https://edtechbooks.org/k12blended
• The Online Teaching Mixtape, a website full of practical tips and examples for developing a sense of community, providing feedback to students, creating clear directions, and teaching challenging concepts: https://sites.google.com/view/onlinemixtape/
• "The Visual Guide to Creating Quality Video Recordings," a Google Document with visual examples of what to do and what not to do when recording video messages or holding live sessions: https://bit.ly/VisualGuide4Video
- EDIT 760: Blended and Online Teachers and Learners (1 credit)
- EDIT 761: Models of Blended and Online Learning (2 credits)
- EDIT 763: Tools for K-12 Blended and Online Learning (2 credits)
- EDIT 767: Designing K-12 Blended and Online Learning (3 credits)
- EDIT 768: K-12 Online Design I (1 credit)
- EDIT 791: Project Development Practicum I (1 credit) ( 6 credits are required )
(classes starting in August)
(classes starting in January)
(classes starting in May, June, or July)
Priority*: April 1
Space Available: August 21
Priority*: November 1
Space Available: January 6
Priority*: February 1
Space Available: May 15
For more information and to apply, visit the admissions website.
* Priority deadline ensures consideration for the intended semester as well as financial aid options for students. Programs will continue to review applications until at capacity. Some programs do not review applications past the priority deadline.
All application materials must be submitted through Mason’s online graduate application. In addition to meeting general university admissions requirements, applicants will need to provide the requirements below. Please review the FAQ page for more information.
To be considered for graduate studies, the following items are evaluated during the admission review process:
- Graduate application and fee
- 750- to 1,000-word written statement of your goals and interest in the program
- Current resume
- Two letters of recommendation: Applicants should follow the instructions included in the online application to submit the recommendation forms directly to their recommenders. Mason does not accept paper recommendations. Recommendations should be professional or academic in nature.
- Transcripts from all previous institutions attended in the United States. Please refer to the Office of Graduate Admissions information page for specific requirements regarding uploading unofficial transcripts.
- Applicants with transcripts from institutions outside of the United States could have additional requirements. Please refer to the How To Apply page for specific requirements about submitting international transcripts, evaluations, and English language proficiency.
Admission to graduate programs at George Mason University is competitive. Applicants are evaluated on the strength of their academic backgrounds, results of standardized exams (if required by the program), work experience, and any additional evidence of potential success in the program. Faculty admissions review is a holistic review of requirements as well as the applicant’s potential academic and professional success upon completion of the program.
At a minimum all admitted students must have:
- An earned baccalaureate from a regionally accredited institution of higher education, or international equivalent, verified from official transcripts. Expectation of an earned baccalaureate prior to the first day of classes for the term for which the student is applying will also meet this requirement. See the graduate admissions policy for more information.
- A minimum 3.00 GPA on a 4.00 scale in baccalaureate study. The GPA requirement may be higher for some graduate programs. The university, at its discretion, may additionally consider the difficulty of the baccalaureate degree, relevant work experience, and/or other evidence of ability to succeed in graduate study when evaluating the GPA requirement.
- International students should reference Admission of International Students for additional requirements.
|TUITION CLASSIFICATION||COST PER CREDIT|
(includes MSF*; discounted from $1,624.25)
|VA Resident and PK-12 VA Educator enrolled in a CEHD graduate program**||$603.25
|CEHD Course Fee||$25.00 - $84.00|
|Total Cost for Virginia Residents per Credit||$734.70 - $793.70|
|Total Cost for Non-Virginia Residents per Credit||$934.70 - $993.70|
|Total cost for VA Resident and PK-12 VA Educator enrolled in a CEHD graduate program*||$628.25 - $687.25|
|Graduate New Student Fee
(non-refundable, one-time fee)
Please Note: Refer to the Students Accounts Office website for more information on tuition and fees. Internship courses will incur a higher course fee to fund on-site assistance involving intensive clinical training/supervision.
*Mandatory Student Fee (MSF): $150.25
**VA state residents who are eligible must apply for the 15% PreK-16 VA Educators Discount in order to take advantage of the lower tuition. Eligible students receive 15% off the total tuition and mandatory student fee.
For information on loans and scholarships, visit the Office of Student Financial Aid. For information regarding grants, tuition waivers, and other merit aid, please inquire with your graduate department. Also, many school districts offer tuition reimbursement options. Speak to your employer for more information.
Each student is responsible for knowing Mason’s rules, regulations, requirements, administrative policies, and academic policies. The University Catalog, your program advisors, and the staff in the Student and Academic Affairs Office are key resources to assist you as you work toward completion of your degree requirements. It is highly recommended that you meet with your advisor at least once per semester to review degree progress and plan for future semesters.
You Have the Keys to Success:
Be an Informed Student
It is your responsibility to monitor your progress in completing your requirements. Your advisor is a resource to assist you. If you choose not to meet with your advisor, you may miss key information and opportunities to make your experience at Mason a more valuable one.
Read your Mason Email
Students are responsible for reading university communications sent to their Mason email account (@gmu.edu) and are required to activate that account and check it regularly. If you wish to forward your @gmu.edu emails to a personal account, please do so as soon as possible once admitted to avoid missing key communications from various university offices.
Know and Use your Resources
Friends and other CEHD students are great, but they are not reliable sources of information for your individual degree requirements and progress. A reliable resource is the paid Mason employee who is the subject matter expert on the question at hand (e.g. licensure, endorsements, advising, career services, admissions, registrar, and IT support). When in doubt, ask your advisor!
Current students should visit MyMason for important forms and documents.
Borup, Jered, Academic Program Co-Coordinator
Phone: (703) 993-3137 Fax: (703) 993-2722 Profile