Schools
School of Liberal Studies and the Arts - Lynne Shea, Dean
Liberal Studies: Humanities, History, Philosophy, Religion, Literature, Social Sciences and Psychology
Fine and Performing Arts
School of Education - Jill Hinckley, Dean
Education, First Year Studies, Math, Writing
Student Academic Support: includes Advising, Coaching, Drake Center, Placement
International Education, World Languages
Career Connections: Internships, Transfer Services, Career Placement
School of Professional Studies and Science - Geoff Burgess, Dean
Business, Communication,Economics, Entrepreneurship, Journalism, Leadership, Management
Marketing, Media
Computer Science
Natural Science: Anatomy Physiology, Biology, Chemistry, Ecology, Geology, Life Science, Physical Education
School of Educational Research and Innovation, Dr. Manju Banerjee, Vice President
High School Online Dual Enrollment
Professional Certificates
Landmark College Institute for Research and Training – Professional Learning
Academic Support Resources
The First-Year at Landmark College
We are committed to supporting new students through a welcoming community and supportive academic environment. Transitioning college students, especially those who learn differently, benefit from an intentional approach to education that acknowledges the differing needs of developing learners. Through curricular offerings, academic advising, and our network of support, we provide an intellectual framework that introduces students to the cognitive, physical, and affective dimensions of learning. Best practices and current research guide our approach to providing an exceptional collegiate environment.
Guiding Principles
- Assignments are relevant and meaningful.
- Course objectives and purpose of assignments are clearly explained.
- Feedback on assignments is prompt.
- Academic policies, course work, and expectations are explicit.
- Student progress in course objectives is assessed using a variety of methods.
- Study skills and learning strategies are integral to classroom instruction, assignments, and assessment.
- Self-understanding and metacognition are encouraged at every level of the curriculum.
- Support services are considered integral to the First-Year Program and are introduced in the First-Year courses as well as Academic Advising.
Network of Support Services
Incoming students are introduced to the many support services on campus and are encouraged to access these supports at the start of the semester during orientation, in their core classes and in advising meetings. The overarching idea is to help students work with their strengths and challenges to become more aware of themselves as learners. Students are encouraged to utilize the professional support offered through the Drake Center for Academic Support (DCAS), Coaching, Counseling, Advising, and office hours with professors.
Assistive and Adaptive Technology
First Year Professors understand that for many students the use of assistive/adaptive technology can be a necessary tool for accessing and engaging with class materials. Our faculty introduces students to a variety of technology tools based on the learning profiles and level of curriculum. We also recognize that for students with learning disabilities, ADHD, and ASD, tools and learning strategies that incorporate technology may be vital to achieving academic success. Exposing students to technology (such as text readers, graphic organizers, and speech-to-text software) enables them to participate actively in the learning process without the obstacles caused by difficulties with decoding, comprehension, working memory, and inattention. These technology tools can help students improve reading and writing fluency, comprehension, organization, and retention of information. Students in Partial Credit (PC) and Language Intensive Curriculum (LIC) receive direct technology instruction during class time. Credit students are encouraged to make appointments with an Educational Technology specialist to receive one on one instruction.
Academic Placement and Points of Entry
Because all students at Landmark College experience some type of learning difficulty, we strive to place students accurately based on their skill level and academic ability. The First-Year Academic Placement Team at Landmark College is comprised of the Director of First Year Programming and Placement, the Director of Advising, and the Department Chair for Core Education. This team carefully examines each student’s admission file including the psycho-educational evaluation, which contains cognitive and achievement testing results. This information helps us to determine which point of entry is most appropriate for the individual student. Personal attention at this level of detail is one of the features that makes Landmark College unique. After all placement material is read and discussed, the student is placed in one of three entry points (Points of Entry): the Language Intensive Curriculum (LIC), the Partial-Credit Curriculum (PC), or the Credit Curriculum.
Credit Curriculum
The Credit Curriculum is designed for students who have the skills and ability to engage with college-level material and concepts. Within the credit option, students will be placed in either a reading fluency/writing production focus or an academic self-management focus.
Partial-Credit Curriculum
The Partial-Credit Curriculum is designed for students who need a semester to improve reading and writing skills in order to engage with a college level curriculum. The partial-credit curriculum provides an intensive semester of skill and strategy instruction designed to help students prepare for the rigor of the credit curriculum. The Kurzweil text reader is emphasized as a tool for accessing college instruction and assignments. Students take two non-credit, developmental courses to improve writing and study skills while also taking two credit-level courses, including the required “Foundations in Learning” and a credit elective such as art, math, world languages, or physical education. Partial-credit students are also required to take a reading lab, which is a component of the Foundations in Learning class.
Please note: In order to move to the credit curriculum students must pass the Developmental Writing class with a “C–” or better within two semesters.
Language Intensive Curriculum
The Language Intensive Curriculum (LIC) is a non-credit, one to two semester intensive program for students with significant learning issues in the areas of reading and writing. The LIC emphasizes the use of assistive technologies to help students develop skills that will be required in the credit program. Students take three developmental courses in writing, reading comprehension and communication, plus a reading decoding class using the Wilson Reading System. Students who enter the Language Intensive Curriculum must be interested in learning and using the many technology tools that will become part of their repertoire when they take credit-level classes in subsequent semesters. In order to move to the partial credit or credit level, students must demonstrate reading, writing and technology proficiency within two semesters and earn C- or better in all classes.
Assistive Technology and the Language Intensive Curriculum
Students accepted into the Language Intensive Curriculum are required to use a laptop that has been installed with the required software to facilitate in-class instruction and practice. It is the student’s responsibility to make use of this software. Training in the use of the technology is integrated into the coursework across the curriculum.
Eligibility for Wilson Reading Instruction
Wilson small-group reading instruction is available through Step 9 to eligible students in the program.
Students are eligible to receive Wilson small-group reading instruction under the following conditions:
- They are placed in the Language Intensive Curriculum (LIC) and qualify for the Wilson program during initial screening.
- Students move into upper levels of the curriculum and wish to continue with the program, and they are willing to make room for it in their schedule.
- Students do not place into the LIC, but decoding is noted as a learning issue during the placement process.
- Students are not in the LIC but decoding is observed to be a learning issue by an advisor or classroom professor. In this case, the student is referred to the Wilson supervisor and is screened to determine that Wilson instruction is appropriate. Additionally, the Wilson Reading class must fit the student’s course schedule.
Students are ineligible to receive Wilson small-group reading instruction under the following conditions:
- They have demonstrated a lack of commitment to the program by not attending classes.
- They have been administratively withdrawn from the Wilson reading instruction.
Attendance in Wilson Reading Instruction Small Groups
Wilson small-group reading instruction is an intensive program that requires regular attendance to make progress. Missing a class negatively affects the individual student as well as the group. For these reasons, a student may be Administratively Withdrawn from a group if they accrue enough absences to affect their ability to maintain their place in their group, and/or at the discretion of the instructor. If a student drops Wilson or is Administratively Withdrawn, we cannot guarantee that they will be able to re-enter the Wilson program.
General Education
A Landmark College Liberal Arts education promotes creative and scholarly engagement, fosters understanding of and respect for self and others, and develops resilient and ethically responsible global citizens. All degrees at Landmark College share a general education core designed to provide the opportunity for students to:
1. Draw on knowledge to engage ethically and responsibly in a diverse world.
2. Use and express critical, creative, and reflective thinking.
3. Communicate effectively within a variety of groups and contexts.
4. Demonstrate self-insight and a commitment to life-long learning.
At the Associate Level, students are expected to complete 31 credits which includes the following:
- EDU1011 Perspectives in Learning OR EDU1001 Foundations in Learning
- WRT1011 Composition and Rhetoric
- WRT1012 Research and Analysis
- COM 1011 Introduction to Communication
And one course from each of the following subject areas:
- Humanities
- Interpersonal Communication/Creative Expression
- Laboratory Natural Science,
- Math
- Quantitative Reasoning
- Social Science.
At the Baccalaureate level, students are expected to complete 41-43 credits in the core which includes all of the above plus the following:
- WRT3011 Advanced Discipline Writing
- Alternative Experiential Study
- Capstone Experience (4-6 credits)
- General Education core requirements can also be used to satisfy major requirements – see specific major descriptions for more information
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Alternative Experiential Study is an experience that motivates students to make connections between their learning and the world around them through experiences and projects that are not bounded by a traditional classroom setting. Students are expected to use this opportunity to reexamine their own points of view while considering issues and ideas from others’ perspectives. These experiences are typically not classroom based. Examples include (but are not limited to): Internships, Study Abroad, Faculty/Student Research, Mentor-Guided Service Projects, Co-Op experiences, Field experiences, or Mentor-Guided Project Development.
Capstone Experience is a significant culminating endeavor based upon students’ course work, reading, interests and experience. Through the application of principles, theories and methods learned, students analyze, synthesize and evaluate information resulting in a representative sample of students’ work in their chosen area of interest.
Academic Concentrations
Academic concentrations are available to Associate degree students as an option in the Landmark College curriculum. A Landmark concentration, constituting the successful completion of 15 or more credits defined by academic departments/programs and the Academic Dean, serves to promote and enhance students’ personal goals and build a sense of accomplishment. By designating a concentration, a student affords the advantage of focusing on and drawing upon an area of interest and strength. The concentration option is voluntary, and declaration of a concentration is not a requirement to earn a degree from Landmark College. Concentrations are administered by academic departments within the schools as listed below
At present, Landmark College offers seven concentration options.
- Business Studies Academic Concentration (Department of Professional Studies)
- Communication Concentration (Department of Professional Studies)
- Computer Science Concentration (Department of Science)
- Creative Writing Academic Concentration (Department of Core Education)
- Education Academic Concentration (Department of Core Education)
- Entrepreneurship and Innovation Concentration (Department of Professional Studies)
- Humanities Concentration (Department of Liberal Studies)
- Natural Science Academic Concentration (Department of Science)
- Psychology Academic Concentration (Department of Liberal Studies)
Academic minors are available to Bachelor’s degree students as an option in the Landmark College curriculum. At least 21 credits are required for the successful completion of a minor. Minors are administered by academic departments within the schools as listed below
There are six minors to choose from:
- Communication Minor (Department of Professional Studies)
- Education Minor (Department of Core Education)
- Entrepreneurship and Innovation Minor (Department of Professional Studies)
- Environmental Studies Minor (Department of Science)
- Humanities Minor (Department of Liberal Studies)
- Psychology Minor (Department of Liberal Studies)
Program Offerings (BA/BS Major Programs)
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