Course Descriptions

Students’ one-on-one meetings with their academic advisor do not comprise a course, but the Academic Advising Department also offers one-credit group advising courses to selected students.

AD1100 Group Advising: Executive Functioning  
This seminar provides selected first-semester students with a supportive, structured environment to further develop their executive function skills. They will learn how to set realistic, clear and specific objectives regarding their use of time—as well as how to prioritize, problem solve, and anticipate obstacles. They will also practice setting realistic goals and developing their own unique strengths to facilitate strategy acquisition and application. Students will collaborate on identifying and using resources for time management, organization, and work completion and will meet in small groups and one-on-one with the instructor.

AD1200 Group Advising: Social Language 
This group-advising format is designed to support students in developing and improving their use and understanding of social pragmatic language. Credit students with social communication challenges may improve their overall ability to manage social interactions. Students will learn and practice techniques and strategies to include other peers in both academic and social settings. The course content may include, but is not limited to, exploration of nonverbal interpretation, prosody, topic management, conversational flow and rhythm, creating personal and procedural narratives, verbally mediated problem-solving, self advocacy, and listening. Students will practice the above skills in the context of a small group setting. Course pedagogy will focus on small-group interactions in a highly structured environment. Students must self-select this one-credit course under the direction of an advisor. A documented diagnosis of an autism spectrum disorder, such as PDD-NOS, Asperger's Syndrome, or Nonverbal Learning Disability, is required.

AD1300 On Course for Academic Success 
 This course will help students on probation discover the source of their academic problems and begin to work on a plan of action for recovery. In this mandatory course, students will meet for one hour and fifty minutes in a small-group format that includes an emphasis on peer support. This course will reinforce metacognition and provide support for areas of deficits in academic and life skills.

AD1400 Career Exploration/Self-Assessment
In this one-credit Career Exploration/Self-Assessment course, students will have the opportunity to develop a more in-depth understanding of their interests, values, personality, skills, strengths, and areas of challenge as they explore future career options. They will reflect upon current trends in career development and understand more about who they are, how they process information, how they make decisions, why work is important to them, and what kind of work might be the most natural for them. Students will explore developmental issues associated with personality and career development, and they will be encouraged to consider ways in which they might maximize their strengths and minimize their weaknesses to meet the demands of specific work and/or classroom environments. Interest inventories will be administered to facilitate career exploration, and an instructor qualified to interpret the data will guide students through the process of analyzing the results of these assessments. Panels, field trips, and/or presentations throughout the semester will be used to enhance students’ understanding of the strengths and skills required of employees working in a variety of professions. At the end of the course, students will create their own career development plan. This course is open to students who have completed a semester’s worth of course work at the college level (as transfer students or students enrolled at Landmark), or by permission of the instructor. Students who would benefit the most from this course are those who have had the opportunity to try out a number of strategies for managing college level course work and to engage in a preliminary assessment of their academic strengths and weaknesses. Students must be able to read (or at least comprehend) at an 8th grade level because the inventories/assessments used with students require an 8th grade reading comprehension level.


Patrice Nolan
Interim Co-director of Advising


Lucy Stamp
Interim Co-director of Advising