Past projects conducted by LCIRT researchers
Landmark College investigated the effectiveness of TinkerPlots (software developed as part of NSF grant DRL-9818946) as a tool in helping students with a diagnosed LD develop an understanding of key concepts in statistics. The goal of this project was to increase the number of students with an LD who successfully complete introductory statistics courses and who develop a strong enough grasp of the concepts to consider furthering their education in a STEM field. This project is intended as a demonstration project and proof that it is possible to increase the number and diversity of students who can successfully understand and work with statistical data and hence pursue careers in data-driven STEM fields.
LCIRT was awarded a grant from Learning Disabilities Foundation of America (LDFA) to sponsor a contest fostering collaborations between students and faculty around innovative use of apps for learning. The goal of the Apps Club contest was to identify best practices for mobile device and apps use in the classroom as informed by a unique partnership between students and faculty.
This contest was open only to Landmark College students. Students initiated the partnership by identifying a receptive faculty member and demonstrating iPad apps that they were currently using in their academic or social life. Faculty offered pedagogical knowledge, while students provided insight on how these technologies help them to learn. Together they explored potential classroom applications that scaffold the learning needs of students who learn differently.
In just one short decade, mobile technology has evolved and revolutionized the way students engage, interact, and learn. What has made this revolution both exciting is the exponential proliferation of apps. For students with learning disabilities (LD), attention deficit hyperactivity disorder (ADHD), and autism spectrum disorder (ASD), apps provide a unique opportunity to eliminate access barriers, because they are ubiquitous and prolific. Apps can be installed in seconds, be accessed any place and anytime, and offer immediate solutions for academic learning and coursework.
Recently, Landmark College Institute for Research and Training (LCIRT) received an internal grant to host a focus group of expert evaluators and diagnosticians for LD, ADHD, and ASD from around the Northeast region. The goal of this project is to investigate the feasibility and value of evaluations that are more deliberately customized to the setting demands of postsecondary education for which a student needs accommodations or strategic recommendations.
Dr. Manju Banerjee and Dr. Sapna Prasad received a grant from The Alliance for Access to Computing Careers (AccessComputing) in April 2013 to host a two-day Capacity Building Institute (CBI) with the goal of promoting cross-campus collaboration to increase the number of students with invisible disabilities successfully pursuing higher degrees and careers in computing fields.
AccessComputing works to increase the participation of people with disabilities in computing and IT fields by increasing the capacity of postsecondary computing departments to fully include students with disabilities in courses and programs. Students with invisible disabilities such as learning disabilities (LD), Attention Deficit Hyperactivity Disorder (ADHD), and Autism Spectrum Disorder (ASD) are highly underrepresented in their attainment of computing degrees and IT careers.
You can learn more about this project by reading the published proceedings from the CBI.
Students with invisible disabilities are significantly underrepresented in careers within science, technology, engineering, and mathematics (STEM) fields. To what extent can interest in STEM be encouraged by providing students hands-on experience in the STEM fields? Landmark College partnered with the University of Maryland, Baltimore County and Southern Illinois University to offer students an opportunity to actively learn and engage in the type of work conducted within the Computer Science field. Two workshops were held at Landmark College to introduce students to Human-Centered Computing (HCC) methods, electronic tablets and computer programming. Participating in such workshops provides students the opportunity to see themselves as designers or programmers and has the potential to raise their interest levels and their self-efficacy about a future career in a STEM field.
This implementation research project aims to explore the use of a Universally Designed online adaptive learning platform to meet the learning needs of a neurodiverse population of learners.
Adaptive learning promises to deliver personalized learning to meet the individual needs of every unique student. This promise, if fulfilled, will address a major issue of accessibility for a growing number of students for whom traditional online education has not been effective. Courses piloted by this project will be developed and delivered by Landmark College faculty members. If successful, this project will form the basis for the creation of high quality online content accessible to diverse populations of students in a cost effective manner. Furthermore, this research will lay the groundwork for collaboration on a grant aimed at scaling up this model of online education.
To learn more about how adaptive learning works, view a demonstration of SGL's Adaptive Learning Management System.
In March 2009, the Landmark College Institute for Research and Training (LCIRT) completed a Demonstration, Enrichment, and Information Dissemination grant from the National Science Foundation’s Research in Disabilities Education (RDE) grant program. This award was used to create universally-designed online algebra learning resources for use by students in developmental algebra courses, focused on improving access and usability for students with learning disabilities. Additional grant activities included developing companion learning strategies to optimize the use of the online learning resources, training faculty at four two-year institutions to use the learning resources and strategies in developmental math courses, evaluating student outcomes and changes in faculty attitudes toward students with LD; and disseminating the results. Since mastering mathematical concepts is crucial to learning in the science, technology, engineering, and math (STEM) fields, improving math instruction for students with LD is hypothesized to improve the achievement and confidence of those students. Designing effective and usable tools to enhance STEM learning for students with disabilities has the potential to achieve widespread impact.
LCIRT was awarded a grant from the National Science Foundation’s Advanced Technological Education (ATE) grant program for a two-year project entitled Improving Access to Technological Education Programs and Careers for Community College Students with Learning Disabilities (LD).
Visit the Access Tech Careers website for more information.
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Landmark College Institute
for Research and Training