Mission & Services
The Drake Center provides services and resources that assist students in developing skills and strategies in order to become more confident, active, and independent learners.
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. The DCAS provides a structured study environment where many students study effectively.
The Drake Center for Academic Support (DCAS) provides services and resources that assist students in developing skills and strategies in order to become more confident, active, and independent learners. The DCAS provides support services, primary in writing, reading, and study skills. Through one-on-one sessions with experienced Landmark College faculty, students receive support that complements classroom instruction. In addition, the DCAS provides students with opportunities to improve their ability to effectively utilize academic support services. 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.
Specific Support provided by the DCAS**
1. Writing, Reading, and Study Skills Support
- One-on-one sessions of 30 to 60 minutes per day with experienced Landmark College faculty or staff.
- Support with all aspects of writing, organizing time and materials, active reading/volume reading, critical thinking/reading, note taking/revision, test preparation/taking, and strategizing for academic success
2. Independent Work Support
- Place for students to work independently and make up tests in a physical setting conducive to studying and academic work completion
**It is important to note that academic support at Landmark College is not a “stand alone” program or curriculum but follows up on instruction taking place in Landmark College classes and adheres to best practices of higher education.
Important Goals/functions of the DCAS
1. Help for students in improving/refining academic skills
2. Opportunity for students to take “the driver’s seat” during one-on-one sessions, rather than being told how their sessions should be conducted and what they should achieve.
3. Work with students in a “developmental” way (more focused direction for new students; increased self-direction and independence for students in later semesters).
4. Practice for students in accessing resources, advocating for academic support, and articulating their specific academic needs.