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.
- A network of support services are considered integral to success at Landmark College. These services are introduced in First-Year courses and as part of Academic Advising.
Academic Advising
http://catalog.landmark.edu/content.php?catoid=7&navoid=161#educational-technology-services
Landmark College’s Academic Advisors support students to become self-reflective, strategic learners. At the Associate level, Academic Advisors provide instruction and support in areas of organization, study skills, personal and academic development, course registration and paths to graduation, and self-advocacy. Committed to supporting students in the transition to college, either directly from high school, or as transfer students, the core advising curriculum is especially designed to support students in developing their understanding of their learning strengths and challenges, and examining their approach to academics. A hallmark of the advising program is a focus on metacognition and self-advocacy.
Bachelor degree students in their junior and senior years work with Baccalaureate Advisors who are teaching faculty with credentials in the specific disciplines of interest to the student. Baccalaureate Advisors collaborate with Core Advisors to gain information and insights that will support students’ smooth transition to a model that emphasizes increased student independence, expectations for intellectual engagement, and the application and integration of foundational skills learned in the core advising curriculum. The primary focus of Baccalaureate Advising is to guide students in scholarship and intellectual inquiry in specific disciplines as well as working with students to connect them with our office of Career Connections for internships and future career goals. All advisors support students in identifying appropriate resources, registering for courses, and understanding academic policies.
Student Responsibilities in Advising
We offer a program designed to help students achieve their goals. In order to receive the full benefit of Landmark’s advising program, students need to:
- Regularly attend meetings;
- Actively engage in meetings;
- Honestly communicate with their advisors about any academic, adjustment, or related concerns which may be interfering with academic progress;
- Consistently arrive prepared for advising sessions, and ready to report progress on established goals
Family Contact
Family support is a very important part of the complete communication network that helps students to succeed. We encourage families to consider their students as their primary source of information for how things are going at Landmark College. We also encourage students to regularly communicate progress and concerns to their parents or guardians. We also understand that achieving complete reliance on the student for information is a process.
Core Advisors at the Associate level serve as the primary source of contact for the families of students in our educational program. Parents or guardians who have been included on a student’s approved contact list, will be provided with contact information for advisors at the beginning of each semester. Parents or guardians can contact advisors with questions regarding their student’s academic program and progress.
At the Baccalaureate level, it is expected that students are communicating their progress and goals to their parents directly. If families have concerns, they are encouraged to contact the Dean of the School that houses the student’s Bachelor degree program.
In accordance with the Family Rights and Privacy Act (FERPA) of 1974, it is the policy of Landmark College to provide students with the right to limit the dissemination of their educational records. If a student has not signed a FERPA release, Landmark College cannot release any educational records for the student. Contact registrar@landmark.edu if you are unsure about FERPA status.
Landmark College provides a variety of support services. The overarching idea is to help students work with their strengths and challenges to become more aware of themselves as learners. Academic Advisors serve as guides through the Landmark College program, working with students to coordinate non-academic and academic resources to meet their goals. Advisors can help students develop a success plan that includes accessing specific resources to meet their goals. Progress throughout the semester is monitored using the campus commnication tool “Student Central”. Members of the support network can post notes and recommendations that students and advisors can access to guide progress throughout the semester.
The Academic Intervention Team is a cross-divisional administrative team focused on supporting struggling students. The team routinely monitors students’ progress, paying attention to class attendance, course grades, and work completion. The team’s approach is designed to be proactive with the intent of identifying students in academic jeopardy quickly enough to help facilitate positive change.
The team meets twice a week to review student progress, to communicate with and respond to faculty and staff concerns about student progress, to review student warnings, and to determine next steps for intervention. Faculty make use of the notification and commenting features in Self-Service, and Canvas, our learning management system, to document student progress, and faculty can also request a student to be reviewed by the intervention team.
Team members will often meet with students to discuss strategies for success. Students who are scheduled to meet with team members receive a formal appointment. Plans are documented and communicated to the student and the student’s advisor and residential dean. Families who have FERPA release are also sent the student’s plan.
Upper division students (juniors and seniors) who are advised by baccalaureate advisors in their major are also reviewed by the academic intervention team. If a student is struggling, the academic intervention team refers the student concern to the dean with oversight for the major. The dean consults with program coordinators and faculty and determines next steps for intervention. Any formal meetings are documented and communicated to the student and the student’s advisor, program coordinator, and families of students who have granted FERPA release.
Centers for Academic Support
Landmark College provides a variety of academic support centers each is staffed by Landmark College faculty and staff, and some provide supplemental peer support from experienced students. Each center provides academic assistance and skill development for students outside the classroom.
Drake Center for Academic Support (DCAS)
The flagship support center is the Drake Center for Academic Support (DCAS), located in the East Academic Building (EAB). DCAS offers individualized academic support to students on a daily basis. Designed to provide services and resources that assist students in their coursework, trained faculty and staff work with students in writing, reading, study skills, technology, and time management. In addition to the one-on-one sessions with DCAS faculty, students are also welcome to work independently in the DCAS to complete course assignments.
Educational technology support is also provided in the DCAS by faculty with specific expertise in teaching how to use reading and writing software, IPAD applications, and integration of applications across devices. Students are encouraged to make appointments to review, learn, or enhance their practical application of these technologies.
Students often find using the DCAS for support, whether it be training in using Kurzweil, or sessions to organize their papers, helpful in meeting deadlines and completing course assignments. DCAS is dedicated to helping students develop skills and strategies so that they become more confident, active, and independent learners.
Computer Science Support Center
The Computer Science Support Center provides academic assistance for computer science courses. The center is staffed by professional staff, faculty, and peer mentors.
Types of support:
- Students can schedule one-on-one or drop in time with computer science faculty
- Students can work in the computer science labs on projects while being guided by peer mentors who have excelled in computer science courses.
- Students may use the computer science labs when classes are not taking place. These are located in the MacFarlane Center, Rooms 112 and 113. Hours are from 6 a.m. to 1 a.m. daily.
- Each semester drop in support is scheduled. Please check the schedule when the semester begins.
- The Technology & Engineering Maker-Space [T.E.M.S.] Lab located in the basement of the MacFarlane Center is also available for students to collaborate on projects and find support.
Math Support Center
Math support is provided to students one-on-one, in groups, and drop-in. Some math faculty also designate specific office hours to support any math student. Students work with faculty with expertise in math, and with math work study students, students who have excelled in math courses, and can provide assistance for specific courses.
Students who take advantage of math support use these support sessions to complete homework assignments, to prepare for tests, and to improve their math problem solving skills.
Math support is offered Sundays-Thursday. Hours vary each semester. Check the schedule for math support at the beginning of each semester.
Science Support Center
In addition to office hour appointments with individual faculty members, students are encouraged to visit the Science Support Center for support with their coursework. The Science Support Center is staffed by Landmark College science professors.
No appointment is necessary! Come by to get individual help with your work, or just to have a quiet place to study. Support and instruction is available for all science-specific needs, including:
- Writing lab reports
- Textbook study
- Vocabulary building techniques
- Scientific writing
EAB, Room 102, Mondays and Wednesdays
6-9 p.m.
One-on-One Coaching provides individual coaching support for students who are ready to work in a focused way on developing their executive function and problem-solving skills in an academic setting. Coaches work with students to help them gain greater control over their academic performance as students develop understanding of how they work. Through a process of experimentation and practice, students develop skills and strategies that enable them to become increasingly independent and effective in creating satisfying lives at college.
Each Landmark College coach has earned the Professional Certified Coach (PCC) designation from the International Coach Federation (ICF). In addition, each coach has completed a rigorous program in leadership or life coaching. Landmark College coaches specialize in supporting students who have executive function challenges.
Students come to Coaching Services for support with self-management related skills including the following:
- Planning and prioritizing
- Remembering to do intended tasks
- Getting started
- Sustaining motivation
- Managing long term assignments
- Following through
- Balancing academics and social life
Any student who is ready to commit time and energy to setting goals and engaging in a process of change may request One-on-One Coaching by emailing coaching@landmark.edu or Submit a coaching services request form, located under Quick Links in SharkNet or drop by the Coaching Center located in the DCAS to schedule an appointment.
Landmark College uses an online, cloud-based, Learning Management System (LMS) called Canvas. All Landmark College courses are required to supplement their instruction using this tool. At a minimum, faculty use Canvas to post grades and other forms of feedback and to provide students with the syllabus for the course. The syllabus includes the goals and learning outcomes for the course, lists assessment tools that will be used, defines how the final grade will be calculated, and provides contact information and office hours for the faculty member teaching the course.
Some courses also use Canvas to provide instructional modules to be done outside of class, so that the class time can be devoted to project work and/or academic support. These modules may include videos, audio, presentation slides, discussion boards, supplemental notes from class, additional readings or presentations, and other tools to strengthen communication and engagement.
Landmark College Library
Located in the heart of the campus, the Library supports students’ intellectual and personal growth.
The Front Desk
This is the initial contact point for everyone who comes to the Library. Students may request research assistance, first-level help with computer software, circulation assistance, and general information at this location. As the sign above this desk invites, we want students to “Ask Us.” The staff member at the front desk also answers questions via live chat from the Library website.
Learning Disabilities, ADHD, and ASD Research Collection
The Library offers a comprehensive, in-depth, and growing collection of books, periodicals, and audiovisual material emphasizing learning differences, with a focus on attention deficit/hyperactivity disorder (ADHD), specific learning disabilities such as dyslexia, and autism spectrum disorder (ASD). This extensive collection supports the faculty and staff of Landmark College in providing an exemplary educational experience for our students. As part of the Landmark College curriculum, students use the collection to learn more about their learning profiles and the evolving fields of learning disabilities, ADHD, and ASD.
Online Resources
The Library subscribes to dozens of online article databases that provide access to thousands of full-text journals, magazines, newspapers, newsletters, and reference materials. Dozens of the Library’s print reference books are also available online, in addition to well over 170,000 e-books. A comprehensive academic streaming video collection allows 24/7 access to educational content from award-winning providers. Students can use all of these resources, as well as the Library’s subject-specific research guides, anywhere on campus through the Library’s website. By using their SharkNet password, students can access all of these resources from off campus as well.
Digital Course Texts
In collaboration with Information Technology Services, the Library provides access to a digital collection of the primary course texts used in Landmark College courses. By adhering to stringent rules to protect copyright, the Library can allow students who purchase or rent a print textbook to have additional access to a digital version of that textbook. This service allows students to use various text-to-speech technology tools to read and study textbooks, coursepacks, and other assigned text as needed.
Digital Text Services (DTS)
Digital Text Services in the Library provides scanning services and electronic copies of purchased textbooks and course materials. DTS:
- Provides more than 725 course texts formatted for Kurzweil and PDF
- Scans primary course texts (texts chosen by instructors)
- Grants student access to digital copies of course texts
- Helps students find digital copies of other books
- Helps faculty obtain clean hard copies for coursepacks
General Collection
In addition to its specialized collections, the Library contains a growing collection of books, e-books, DVDs, audiobooks, audio CDs, periodicals, and other resources appropriate to Landmark’s liberal arts curriculum. These materials are on the second floor of the Library. They are purchased for a variety of reading levels to support students in their academic work and leisure time. Interlibrary loans are available for items not found in our collection. The general collection currently consists of approximately 27,000 print volumes, 2,800 audiovisual titles, and 120 print periodical titles.
Computers and Wireless Access
A computer lab classroom with 16 workstations is available in the basement of the Library. This lab is used for research instruction, class projects, special faculty and staff training, and as a space for work and study. This space is available to be reserved anytime during class periods, and for quiet study whenever it is not reserved. The entire Library is also set up for wireless access to the College’s network from students’ notebook computers. In addition, the Library has individual workstations with scanners and software for the purpose of incorporating text, audio, graphics, and video into presentations, course materials, classroom activities, and projects.
Help Desk/Technology Support Services
The Help Desk, operated by Information Technology Services, is the primary contact point for the notebook computer program, as well as hardware and network questions on campus. It is located on the second floor of the Library.
Information Literacy and Research Instruction
Faculty and librarians partner in helping students to develop information literacy through small and large-scale research projects, research instruction for classes, and individualized assistance to students. Information literacy, which is the “ability to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information” (Association of College and Research Libraries), is supported throughout the curriculum as a general education goal.
Study Space
The air-conditioned Library is a popular place to read, study, and relax. Many tables for individual and small-group study are available throughout the Library. For relaxing there are comfortable chairs and a well-lit atrium area. Next to the basement computer lab is a group study room that includes a large flat-screen monitor to project a student’s computer screen for small-group collaboration. Another group study room on the first floor provides further opportunity for student collaboration. The second floor offers four individual study rooms for use by students individually or in pairs.
The use of assistive/adaptive technology can be a necessary tool for accessing and engaging with class materials. In the first year of the Landmark College experience, faculty introduce students to a variety of technology tools based on the learning profiles and level of curriculum.
These tools (such as text readers, graphic organizers, and speech-to-text software) enable students 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 Strategic Transition Entry Point (STEP) and Language Intensive Curriculum (LIC) programs receive direct technology instruction during class time. Credit students are encouraged to make appointments with an Educational Technology specialist located in the DCAS to receive one on one instruction.
Career Connections is here to help students take the next step towards their career, whether that be securing an internship, discussing a transfer plan, or researching academic fields of study and future career paths that will maximize their strengths and skills. We provide a welcoming space for self-exploration and the development of independent skills needed to pursue careers and other academic programs beyond Landmark.
Career Connections works with students through individual appointments, workshops, campus events, and providing resources for students to work on their goals independently.
Career Connections can help students:
- Explore interests and values and how they relate to college and career choices
- Discover career pathways, economic trends, and workforce needs
- Develop a résumé and cover letter, and initiate a job search and prepare for an interview
- Navigate disclosure issues within the employment setting
- Explore internship, volunteer, and related opportunities
- If transferring, developing a list of colleges and universities that are the best fit for the student
- Strategize the components of college transfer applications and essay development
- Prepare for college visits and admissions interviews
It is recommended that you start working with Career Connections staff at least two semesters before your intended goal, such as transferring to another college, finding an internship, or joining the workforce. Landmark College maintains internships and employment partnerships with numerous businesses and organizations across the country, in addition to maintaining transfer partnerships with numerous college and universities.
Please contact Career Connections, located in the EAB, for more information.
Study Abroad
Landmark College’s Study Abroad Programs are designed with our students’ diverse learning profiles in mind and academic support is provided throughout our programs abroad. Courses are taught or supervised by our own faculty and credits earned while on Study Abroad can fulfill Landmark College requirements.
Our Study Abroad Programs help students gain confidence and independence - both academically and personally - while exploring a culture other than their own. Courses are offered at a variety of levels within the College, but a typical program requires successful completion of at least one semester at the credit level. Some programs have specific course prerequisites. All participants in Study Abroad must be in “good standing” and approved by the Director of International Education.
See the Study Abroad Page on the Landmark College website for specifics of upcoming study abroad opportunities.
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