Our academic and degree programs are designed to meet the needs of students with different ways of learning. The path we have determined for our students leads to success, in academia and the workforce. We maintain competitive standards for performance that allow our graduates to transfer into four-year colleges of their choice. The curriculum, teaching methods, and support services are based on almost two decades of practical experience. Our work, with students who have learning disabilities and AD/HD, is also based on current research and theory about education, learning disabilities, and attention disorders.

The Philosophy Behind Our Curriculum

Landmark College's associates degrees set high standards for academic performance, allowing students who graduate to transfer into colleges of their choice - and succeed. The curriculum sequence is designed to allow students to develop and practice learning skills and academic strategies in a way that builds from semester to semester. We believe in presenting high levels of expectation, while operating at the level where each student is prepared to learn and succeed.

Some students may begin in skills-development courses that do not earn credits, but that introduce students to college-level work, allowing them to master the study habits and academic skills required to succeed in credit courses. The developmental studies and first-year credit curriculum is highly integrated across academic courses and departments. These programs allow students to develop vital language skills and academic strategies across a variety of modalities in a variety of settings.

The second year of the credit programs are oriented toward practice and the integration of strategies and skills within a liberal arts or business studies context, comparable to that of other undergraduate programs. The focus is on assuring successful transfer and transition to a four-year program. This element of the program develops the self-understanding and self-advocacy skills that will be required to operate successfully in any mainstream academic or professional environment.

Our Network of Support Services

We hold the conviction that for students to transfer effectively to a four-year program, they need to develop self-understanding, self-advocacy, and the ability to use supporting resources effectively. For this reason, the academic program's network of support has many surface similarities with services at other colleges. However, Landmark College's mission is to define a model for effective education for individuals with learning differences, and our support services are intended to uphold this goal.

The resources available to students include: support offices, focused on self-understanding and academic planning; several centers for academic support that provide supplemental instruction in various skill areas; coaching services; and a coursework-support center that provides assistance with setting immediate goals and getting work done. There is also a range of traditional student services, such as counseling, health, and the residence life program.

At the center of this network of services lies the one-on-one work between the academic advisor and the student. The role of the academic advisor is framed differently at Landmark College than at most colleges. Our advisors excel in helping students manage their academic programs, informing them about resources, assisting with academic planning, supporting their development of self-understanding and self-advocacy skills, acting as the primary contact for parents in the case of dependent students, and responding when a student experiences difficulties.