Transition to College Academic Program

Students at Landmark’s Transition-to-College Program will be exposed to a typical college lecture, engage in seminars that will allow them to effectively engage in college-level work and introduce them learning strategies that will allow them to better meet academic expectations.

Math work at Summer Transitions 2010Participants will be encouraged to:

  • Create a plan of action to support their transition to college.
  • Discover strategies for working with the different types of teaching styles and formats they will experience in college.
  • Become familiar with the requirements for academic writing, including structure and organization, diction, source citation and mechanics.
  • Practice process strategies for approaching academic writing tasks.
  • Review and practice the study skills essential for success in introductory college courses, including note-taking, active reading, test-preparation and time-management.
  • Explore the nature of learning disabilities in general, including the neurological basis of learning disabilities and ADHD, and the public laws that cover learning disabilities at the postsecondary level.
  • Discover personal learning strengths and difficulties as the basis for strategy development, self-advocacy and the use of college resources.

Required Courses

College Lecture: The Politics, Science and Future of Learning Disabilities
This class—which covers two weeks of a typical, introductory college course introduces students to the challenges of lecture-style teaching, handling a college-level reading load, writing a research paper and taking a unit exam. Topics include the history learning disabilities, social policy, identification and treatment, science, medical and clinical frameworks, social construction, and the future of LDs.  Students learn discipline-specific terminology, examine both classic and current issues in human cognition and apply concepts to their own cognitive processes and learning styles. The course also provides the opportunity for students to prepare for, and take, a unit exam, followed by an analysis of their performance to identify areas of strength and relative weaknesses. This class is linked directly to the course in reading and study skills and the supplemental workshop offerings.

Course in Reading and Study Skills
This course uses both non-technology and technology-oriented approaches to teach students the study skills and strategies required in college—organization, active reading, note-taking and test preparation—and includes a post-test analysis of performance on the College Lecture course unit exam to help students identify essential strategies for future college work. The course instructor functions as a type of academic advisor, working closely with each student to help them develop a plan on how to transfer the skills learned in this course to other types of courses and learning environments the student may encounter in their future endeavors.

Workshop Sessions
Students participate in a series of workshops designed to encourage development of self-understanding and self-advocacy. They include sessions introducing students to learning disabilities, assistive technology, researching information and writing a research paper, the neurological basis of learning differences such as ADHD, and laws related to LD and ADHD in college settings, adjusting to college, lifestyle choices, medication, health and leisure time.

Structured Resource-Access Time
Office-hour time to practice accessing, utilizing and self-advocating in office hour sessions with course professors. Includes Drake Center for Academic Support and library time to practice accessing, utilizing and self-advocating for writing support, learning support and research support.



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